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Direct linkBierman, Karen L.; Sanders, Michael T. – Journal of Emotional and Behavioral Disorders, 2021
Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…
Descriptors: Social Development, Emotional Development, Behavior Problems, At Risk Students
Bierman, Karen L.; Sanders, Michael T. – Grantee Submission, 2020
Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…
Descriptors: Social Development, Emotional Development, Behavior Problems, At Risk Students
Pugh, Roger; Chitiyo, Morgan – Journal of Research in Special Educational Needs, 2012
Bullying in schools is recognised as a global problem. In the USA, school shootings and increasing school aggression focused research on the causes of bullying and interventions that could reduce or eliminate bullying behaviours. A variety of bullying programs have generated mixed results with some actually increasing bullying behaviours. There…
Descriptors: Bullying, Prevention, Behavior Modification, Aggression
Cross, Donna; Barnes, Amy – Theory Into Practice, 2014
This article addresses Systems Theory as it applies to school-age children's bullying behavior. It focuses on the interrelationships, mutual influences, and dynamics of relationships within the family, and how these may affect children's behavior toward their peers. The theory helps to explain the ways family patterns are reflected in…
Descriptors: Bullying, Child Behavior, Family Relationship, Peer Relationship
Wu, Yelena P.; Prout, Kerry; Roberts, Michael C.; Parikshak, Sangeeta; Amylon, Michael D. – Child & Youth Care Forum, 2011
Summer camps are commonly implemented as a psychosocial intervention for children with chronic illnesses; however, there have been few published consumer (parent and child) satisfaction evaluations of summer camps. Such evaluations are important both for improving existing services for children and families, as well as to build an empirical…
Descriptors: Siblings, Program Evaluation, Chronic Illness, Cancer
Ozdemir, Selda – Current Issues in Education, 2009
This review critically evaluates the existing research literature on the peer relationship problems of children with attention deficit/hyperactivity disorder. Empirical evidence suggests that children with the disorder are severely impaired in the social area and strongly rejected by peers. The purposes of this article are to provide a review of…
Descriptors: Interpersonal Competence, Behavior Problems, Rejection (Psychology), Peer Acceptance
Merrell, Kenneth W.; Gueldner, Barbara A.; Ross, Scott W.; Isava, Duane M. – School Psychology Quarterly, 2008
Research on effectiveness of school bullying interventions has lagged behind descriptive studies on this topic. The literature on bullying intervention research has only recently expanded to a point that allows for synthesis of findings across studies. The authors conducted a meta-analytic study of school bullying intervention research across the…
Descriptors: Intervention, Bullying, Meta Analysis, Program Effectiveness
Morrison, Julie Q.; Jones, Kevin M. – Journal of Behavioral Education, 2007
School-wide, selective, and individual positive behavioral supports are critical elements of a comprehensive, tiered model of service delivery. Positive peer reporting (PPR) involves brief, highly structured sessions during which peers are provided the opportunity to praise the behavior of target students. PPR procedures were modified in this…
Descriptors: Positive Reinforcement, Interpersonal Competence, Peer Relationship, Behavior Modification
Lee, SoHyun; Odom, Samuel L.; Loftin, Rachel – Journal of Positive Behavior Interventions, 2007
In this study, the authors examined the relationship between engagement in social interaction with peers and stereotypic behavior. Three children with autism with relatively high rates of stereotypic behavior and low rates of social engagement with peers participated in the study. Two typically developing peers learned to direct social initiations…
Descriptors: Play, Autism, Interpersonal Relationship, Interaction
Blair, Kwang-Sun Cho; Umbreit, John; Dunlap, Glen; Jung, Gilsoon – Topics in Early Childhood Special Education, 2007
In the current investigation, the processes of functional assessment and function-based intervention were used to resolve the severe challenging behaviors of a boy with autism and mental retardation in an inclusive kindergarten in South Korea. A multicomponent intervention was developed in collaboration with classroom personnel and was implemented…
Descriptors: Disabilities, Special Needs Students, Behavior Problems, Intervention
Miller, Lynne Guillot; Rainey, John S. – Journal of School Counseling, 2008
Students with Emotional Disturbances (ED) possess unique characteristics that require additional care from school counselors, teachers, and other school personnel. Information pertaining to the prevalence of ED among students and the common characteristics of students with ED is reviewed. Additionally, ideas and effective approaches that will aid…
Descriptors: Emotional Disturbances, School Counselors, Counselor Role, Counseling Techniques
Delano, Monica; Snell, Martha E. – Journal of Positive Behavior Interventions, 2006
A multiple-probe design across participants was used to evaluate the effects of social stories on the duration of appropriate social engagement and the frequency of 4 social skills in 3 elementary-age students with autism. The social skills were seeking attention, initiating comments, initiating requests, and making contingent responses. Following…
Descriptors: Behavior Modification, Play, Intervention, Autism
Hoza, Betsy; Gerdes, Alyson C.; Mrug, Sylvie; Hinshaw, Stephen P.; Bukowski, William M.; Gold, Joel A.; Arnold, L. Eugene; Abikoff, Howard B.; Conners, C. Keith; Elliott, Glen R.; Greenhill, Laurence L.; Hechtman, Lily; Jensen, Peter S.; Kraemer, Helena C.; March, John S.; Newcorn, Jeffrey H.; Severe, Joanne B.; Swanson, James M.; Vitiello, Benedetto; Wells, Karen C.; Wigal, Timothy – Journal of Clinical Child and Adolescent Psychology, 2005
Peer-assessed outcomes were examined at the end of treatment (14 months after study entry) for 285 children (226 boys, 59 girls) with attention deficit hyperactivity disorder (ADHD) who were rated by their classmates (2,232 classmates total) using peer sociometric procedures. All children with ADHD were participants in the Multimodal Treatment…
Descriptors: Therapy, Behavior Modification, Hyperactivity, Attention Deficit Disorders
Barton-Arwood, Sally; Morrow, Linda; Lane, Kathleen; Jolivette, Kristine – Education and Treatment of Children, 2005
This paper provides the outcomes of Project IMPROVE, a pilot study that examined the effectiveness of a workshop designed to train educators in foundational strategies and concepts for effective social skill training. Twenty-two educators participated in a one-day work-shop focusing on teaching social skills and appropriate replacement behaviors…
Descriptors: Interpersonal Competence, Peer Relationship, Workshops, Inservice Teacher Education
Antaya-Moore, Dana – Alberta Education, 2008
Drawing on current research and best practices, this second part of the three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information and strategies for systematically teaching, supporting and reinforcing positive behaviour in the classroom. A proactive approach to classroom management is designed to…
Descriptors: Classroom Techniques, Student Behavior, At Risk Students, Foreign Countries
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