David F. Bicard

Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead

This article presents a dozen common classroom management mistakes that teachers make, followed by suggestions as to what we should do instead. The mistakes presented are committed frequently at many grade levels and in all types of learning environments. The recommended suggestions are relatively easy to implement and useful for all types of learners.

DIFFERENTIAL EFFECTS OF SEATING ARRANGEMENTS ON DISRUPTIVE BEHAVIOR OF FIFTH GRADE STUDENTS DURING INDEPENDENT SEATWORK

We investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose. During individual seating, disruptive behavior occurred more than three times as often when the students chose their seats. The results are discussed in relation to choice and the matching law.

Decreasing In-School Suspensions with Function-Based Interventions

by Clinton Smith, Sara C. Bicard, David F. Bicard, and Laura Baylot Casey Clinton Smith is Assistant Professor of Special Education at the University of Tennessee at Martin, Sara C. Bicard is Associate Professor of Special Education at University of Auburn at Montgomery, David F. Bicard is a behavioral consultant, and Laura Baylot Casey is Assistant Professor of Special Education at The University of Memphis. All are Board Certified Behavior Analysts. Kappa Delta Pi Record, 48: 174–177, 2012 Copyright

EFFECTS OF TEXT MESSAGED SELF-MONITORING ON CLASS ATTENDANCE AND PUNCTUALITY OF AT-RISK COLLEGE STUDENT ATHLETES

This study examined the effects of text messaging class arrival to an academic counselor on the attendance and punctuality of 4 college student athletes. Each participant had a history of class tardiness and was considered to be at risk for academic failure. Class attendance and punctuality improved for all participants.

May I Take a Message? Using General Case Programming to Teach Students with Disabilities to Take and Give Phone Messages

ABSTRACT Research has shown general case programming to be an effective method for teaching a wide range of skills to students with disabilities. The authors used a multiple probe nested in an ABA reversal design to test (a) the effectiveness of general case programming for teaching 4 students with mild to moderate disabilities to take and give telephone messages and (b) the generality of skills across new messages and nontraining environments. The authors trained participants to take and give 1 of 4 different types of messages (student gives message to person, immediate delivery; student gives message to person, delayed delivery; student calls person, immediate delivery; student calls person, delayed delivery). The dependent variable was the percentage of task-related steps completed. Results indicate that general case programming was an efficient and effective method for teaching participants how to take phone messages. In addition, all skills generalized to new messages in nontraining environments. For 3 participants, generality data were better for taught messages compared with new messages, and 1-month follow-up data showed maintenance of skill.