Explicitly teaching skills associated with self-determination has been promoted to support students' independence and control over their own lives. This is especially important for students with behavior problems. One self-determination skill or behavior that has been studied widely is self-monitoring. Although multiple reviews of various…

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these…

Among results of the research review on strategies to enhance social skills of behaviorally disordered students were that a conceptual base for research is lacking, that training priorities have not been matched to learner needs, and that investigators have often failed to evaluate generalization of effects to nontraining settings. (Author/DB)

The article presents a historical overview of social interaction research focusing on handicapped children which was conducted at George Peabody College (Vanderbilt University). Topics discussed include defining reciprocal interaction, refining the definition of social interaction, research on generalization, and social integration with…

This paper identifies factors possibly influencing long-term effectiveness of social skills training with students having emotional or behavioral disorders. These include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecise assessment…

Review of the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders identified key issues in the design of these studies. Issues included (1) an emphasis on descriptive analysis; (2) interventions employed and procedural integrity; (3) generalization and maintenance;…

Analyzes the generalization failures of social-skills instruction, outlines some critical differences between instruction in social- and academic-skills areas, and suggests the depth of analysis, instruction, and facilitation that will be required to achieve generalization of social skills. The modification of environments to support behavior is…

The concept of entrapment, viewed as a conceptual framework for social interaction skills training, is a behavioral process whereby newly acquired social responses come under the control of naturally occurring reinforcers, usually the social behavior of peers. Selection of target behaviors and intervention procedures to promote entrapment are…

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…

Reviews past and present conceptualizations and summarized narrative and meta-analytic reviews of social skills training (SST) outcome studies. Overall, modest effect sizes are reported in the meta-analytic literature, suggesting that SST is a relatively weak intervention strategy. Recommendations for rebuilding SST are provided. (Author/CR)

Teaching social skills to students with emotional and behavioral disorders (EBD) has become an accepted practice. Literally hundreds of social skills training (SST) efficacy studies for students with EBD appear in the literature. As a result, many authors have published both narrative and meta-analytic reviews of the literature. Reviews have…