Personnel in 4 randomly selected state residential schools for the deaf and 3 randomly selected large public schools with programs for the deaf were surveyed to assess the types of management or disciplinary programs and strategies currently in use with deaf students and the rated effectiveness of such programs. Several behavioral management programs were identified by respondents, with Assertive Discipline most often listed. Ratings of program effectiveness were generally above average on a number of qualitative criteria.
Get full access to this article
View all access options for this article.
References
1.
AstorR. A.BehreW. J.FravilK. A., & WallaceJ. M. (1997) Perception of school violence as a problem and reports of violent events: a national survey of school social workers. Social Work, 41, 55–68.
2.
BenderW. N., & McLaughlinP. J. (1997) Violence in the classroom: where we stand. Intervention in School and Clinic, 32, 196–198.
3.
DuntonJ. (1998) The 4 B's of classroom management. Techniques: Making Educational and Career Connections, 73, 32–34.
4.
HenleyM. (1997) Six surefire strategies to improve classroom discipline. Learning, 26, 43–45.
5.
KellyD.ForneyJ.Parker-FisherS., & JonesM. (1993) Evaluating and managing attention deficit disorder in children who are deaf or hard of hearing. American Annals of the Deaf138, 349–357.
6.
LangH. G.McKeeB. G., & ConnerK. (1993) Characteristics of effective teachers. American Annals of the Deaf, 138, 252–259.
