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Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures.
Peer reviewed Peer reviewed
Lindeman, David P.; And Others – Behavioral Disorders, 1993
The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. Results indicated that the intervention procedures increased subjects' initiations in organizing play, sharing, and assisting and that there were collateral increases in subjects'…
Descriptors: Behavior Change, Emotional Disturbances, Interpersonal Competence, Intervention
A Review of Cognitive-Behavioral Interventions for Children and Adolescents with Behavioral Disorders.
Peer reviewed Peer reviewed
Ager, Christina L.; Cole, Christine L. – Behavioral Disorders, 1991
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…
Descriptors: Adolescents, Behavior Change, Behavior Disorders, Behavior Modification
A Review of Self-Management Outcome Research Conducted with Students Who Exhibit Behavioral Disorders.
Peer reviewed Peer reviewed
Nelson, J. Ron; And Others – Behavioral Disorders, 1991
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…
Descriptors: Academic Achievement, Behavior Change, Behavior Disorders, Elementary Secondary Education
The Relationship between Teacher Practices and the Task-Appropriate and Social Behavior of Students with Behavioral Disorders.
Peer reviewed Peer reviewed
Beyda, Sandra D.; Zentall, Sydney S.; Ferko, Doreen J. K. – Behavioral Disorders, 2002
Direct observational data on 17 general educators and on eight matched pairs of middle school students with and without behavior disorders (BD) was collected. Teachers' use of student-centered practices versus teacher-directed classroom management practices was associated with positive and task-appropriate student behavior, but only for students…
Descriptors: Behavior Change, Behavior Disorders, Classroom Techniques, Cooperative Learning