Abstract
The correspondence between knowing how to behave and behaving in the case of teaching. The correspondence between what a teacher knows about being effective to improve good behavior in the classroom and what he actually does in class is not always a fact. The present study analyzes different conditions with different degrees of intrusiveness to increase such a correspondence and consequently to reduce disruptive behavior in the classroom. Two classes with normal and delayed developmental children (711 years old) controlled by the same teacher were involved in this study. After BL (phase A), the following conditions were implemented: clear rules were instructed (phase B), the discrimination of own behavior (phase C), and direct prompt (phase D). Intrasubject designs (ABCD for one class and AC for the other class) were used and a multiple baseline across classes in relation to condition C was also involved. Children's and teacher's inappropriate behaviors reduced during condition C, and were totally reduced during condition D.
