The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional-behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring…

Among the findings cited are that interactions between autistic and nonhandicapped students enhanced nonhandicapped students' understanding of autistic students and that maintenance of autistic students' improved social behaviors after cessation of intervention has been successful. (SB)

This article reviews the past research and principles for facilitating moral growth through group discussion and the theories of judgment-action discrepancies. An intervention model is suggested which utilizes actual moral misbehaviors as the basis for both moral discussion and behavioral intervention. (Author/DB)

The literature on the use of moral discussion groups to promote moral development in young people with behavior disorders is reviewed, and the use of the intervention is analyzed. Limitations and recommendations for applying the approach are discussed. (MSE)

This article surveys the past 35 years of social interaction research relating to autism. Ways in which understanding social deficits in autism has influenced attempts to analyze and ameliorate problem behaviors are discussed, and emerging concepts relating to social interaction are examined, including the importance of maintaining social…

Both law and pedagogy require that educators address behavior interfering with educational progress for students with disabilities. The reauthorized Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and its predecessor, the Individuals with Disabilities Education Act (IDEA, 1997a), require individualized education program (IEP)…

This article reviews eight experimental studies on the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). The studies' methodological strengths and weaknesses are noted. The paper concludes that the effectiveness of cooperative learning for improving the academic achievement…

Twenty studies using cognitive-behavioral interventions to influence social behavior of children and adolescents were critically reviewed, using six criteria: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. It is concluded that cognitive-behavioral…

Sixteen studies of self-management with students who have behavioral disorders are reviewed. Procedures involving self-instruction, self-evaluation, self-recording, and combinations are examined. Results indicate the effectiveness of the procedures in promoting social and academic behaviors and the need to systematically program for…

This review of 27 studies examining social skills interventions (such as modeling, role playing, goal setting, and verbal self-instruction) and their effects on students with behavior problems found a number of interventions to be successful. The interventions yielded changes in self, teacher, and parent perceptions, though peer perceptions were…