Previous investigations at the Curry School of Education have shown microcomputer-based simulation of classroom interactions to increase participants' use of appropriate instructional techniques with computer-generated pupils. This paper describes the basic operational components of the simulation and introduces recently developed classroom management training options. Undergraduate education students exposed to two brief sessions of the classroom management simulation demonstrated significant mean reductions in the percentage of inappropriate attempts to control disruptive behavior, a characteristic of many handicapped pupils. Participants who received a printed record of their initial performance showed a significantly greater average decrease in inappropriate management techniques during the second session than did those who received no such performance feedback.
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