Levels systems are being used more frequently in educational programs for children and youth with behavioral disorders. These systems provide an organizational framework within which various behavior management interventions are applied to shape students' social, emotional, and academic behavior. Rather than an intervention technique or strategy derived from a single theoretical perspective, a levels system offers a structure within which various treatments are implemented. In this article, three levels systems for elementary, junior and senior high school, and residential programs are compared and contrasted. A step-by-step procedure for developing a levels system for application in the classroom is presented. Finally, some cautions in developing a levels system and the advantages of applying such a system with children and youth with severe behavior disorders are discussed.
The implementation oflevels systems has recently increased in public school programs for students with behavioral disorders. These systems, emerging from residential and treatment programs for students with complex behavioral disorders, have been applied with adolescents involved in substance abuse (
Tourette syndrome has recently been brought to public attention through popular media. This review of the literature is an effort to communicate to special educators and allied professionals in nonmedical terms the present state of the art with regard to the definition, symptoms, etiology, treatment, and educational implications of Tourette. The review is concluded with suggestions for the education of Tourette students.
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