Levels Systems: A Framework for the Individualization of Behavior Management

Bauer, Anne M.; Shea, Thomas M.; Keppler, Rose

doi:10.1177/019874298601200101

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…Levels systems have been defined as an organizational framework in which various behavioral techniques are implemented in an attempt to shape appropriate behaviors while managing problem behaviors (Bauer, Shea, & Kepler, 1986). Levels systems typically include multiple levels with higher levels being associated with an increasing number of privileges and lower levels associated with the loss of privileges.…”

Section: Introductionmentioning

confidence: 99%

A mand analysis and levels treatment in an outpatient clinic

O’Connor

Sorensen-Burnworth

Rush

et al. 2003

Behavioral Interventions

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An adolescent with severe mental retardation and fragile X syndrome who displayed destructive behavior maintained by positive reinforcement in the form of adult compliance with mands was assessed and treated in an outpatient setting. A levels system treatment was assessed, consisting of a continuum of attention and reinforcement ranging from access to the functional reinforcer in level 3 contingent upon appropriate behavior to a 10 min room time-out for level 1 contingent upon aggressive and dangerous behavior. While the efficacy of this treatment has been demonstrated in an inpatient setting (Hagopian et al., 2002), this application extended the findings to outpatient and community settings. The levels system treatment resulted in a 98.1% reduction in destructive behavior from baseline levels. Treatment was successfully transferred to the home and school and reductions were maintained at 6 and 9 months. Treatment acceptability ratings were high across both home and school staff.

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Section: Introductionmentioning

confidence: 99%

A mand analysis and levels treatment in an outpatient clinic

O’Connor

Sorensen-Burnworth

Rush

et al. 2003

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…These group standards can also serve as the basis of an "ecological fit" between the rules established in general and special classes, promoting both consistency (where students can follow more uniform norms) and behavioral generalization across settings. Behavior change programs, such as level systems (see Bauer, Shea, 8c Keppler, 1986;Smith & Farrell, 1993), can also be adapted to target low tolerance, disruptive behaviors, combined with consistency across settings, to enhance chances of peer acceptance in general education. Second, lower tolerance for third and fourth graders will mean that stricter standards for behavior change are necessary for reentry into these grade levels.…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

What Disturbs Students? An Examination of Age and Gender Differences

Safran

Rich

1994

J Spec Educ

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The purpose of our study was to identify behaviors students consider most disturbing and to determine if gender and age differences exist. Five hundred eight third to sixth graders completed the 29-item, seven-factor Children's Disturbingness Scale, a self-report instrument developed to evaluate children's ratings of disturbingness. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Externalizing behaviors such as aggressive/defiant were rated as most disturbing. Findings are interpreted per their relation to gender differences and developmental changes, and implications for inclusion are discussed.Behavior deemed unacceptable is often a primary criterion for special education placement across classification areas (Kauffman, 1993). The teacher tolerance literature (see S. P. Safran 8c J. S. Safran, 1988, for a review) has documented the role that teachers play and has indicated that if students exhibit behaviors least tolerated by teachers (usually disruptive or externalizing ones), then they are more likely to be referred for special education services (e.g., Mullen 8c Wood, 1986; J. S. Safran 8c S. P. Safran, 1987). But in the establishment of social standards, peers as well as adults differentiate between and respond to appropriate versus inappropriate actions. Yet, despite the extensive research on teachers, little is known about behaviors that disturb and potentially alienate peers. This topic is particularly critical to the current movement toward "inclusion" of students with disabilities into general education for several reasons. First, children's judgments of problem behaviors will likely influence subsequent increased interactions between students with disabilities and typical pupils (Mullen 8c Wood, 1986). Second, children's views will allow professionals to target specific problem behaviors that interfere with enactment of the social skills required to enhance peer acceptance (Elliott 8c Gresham, 1991; Meadows, Neel, Parker, 8c Timo, 1991). Further, because students of varying grade levels and gender may judge behaviorsdifferently, it is also important to examine how developmental and gender differences influence tolerance.Peer perceptions of emotional and behavioral difficulties have received attention primarily in the developmental and cognitive psychology literature. Earlier

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“…Many education scholars suggest that level systems are useful for (a) increasing appropriate behavior; (b) promoting academic achievement; (c) fostering a student's improvement through self-management; and/or (d) developing personal responsibility for social, emotional, and academic performance (see, e.g., Algozzine, 1990;Bauer, Shea, & Keppler, 1986;Beuchert-Klotz, 1987). Kerr and Nelson (1989) also included providing successful student transition to less restrictive or mainstream settings.…”

Section: Discussionmentioning

confidence: 99%

Teacher Perceptions of Level System Effectiveness on the Behavior of Students with Emotional or Behavioral Disorders

1998

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Students with emotional or behavioral disorders (EBD) present significant academic and behavior management challenges for educators. As such, educators are constantly seeking interventions that are effective in assisting students with EBD to manage their own behavior and achieve success in school. One behavioral management approach that educators frequently recommend is the level system. As a first step to better understand level systems, we conducted a large-scale survey to determine the extent of level system use, the characteristics of teacher and students who use level systems, level system characteristics and procedures, teacher perceptions of level system effectiveness, and teacher satisfaction with level systems. Analysis of data revealed extensive use of level systems, similarities and differences between level system users and nonusers, characteristics common to level systems, and inconsistencies in perceptions of effectiveness and satisfaction. Finally, we offer implications of our findings for educators and provide suggestions for further level system research.

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Levels Systems: A Framework for the Individualization of Behavior Management

Cited by 19 publications

References 7 publications

A mand analysis and levels treatment in an outpatient clinic

A mand analysis and levels treatment in an outpatient clinic

What Disturbs Students? An Examination of Age and Gender Differences

Teacher Perceptions of Level System Effectiveness on the Behavior of Students with Emotional or Behavioral Disorders

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