Effective Mainstreaming for the Learning Disabled Student With Behavior Problems

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Abstract
This program was developed to minimize classroom disruptions which often occur when a behavior problem student from a special education homeroom is placed in the mainstream. The program also was designed to encourage on-task performance and work completion both in the homeroom and mainstream settings. Behavior change was the primary goal; it follows that academic progress frequently occurs as a result of increased task completion. Length of time in the program varied for each student from one to three years. The program initially was supportive and highly structured, however, according to program design, the pupil gradually became more self-reliant and less dependent on the system. Consequently, a more transitional return to the regular class or to a less restrictive educational environment could be shaped gradually. The program was most effective when used in its entirety. Some teachers, however, were more comfortable and have found some success by using modified versions or isolated aspects of the program.

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