Addressing the challenging behavior of students requires evidence-based interventions that can be implemented in school settings; however, there is a relative lack of literature investigating effective strategies for high school students in secondary settings. Behavior contracts have been used to address challenging behavior in elementary and…

The contextual fit of a behavior support plan refers to the extent that the procedures of the plan are consistent with the knowledge, values, skills, resources, and administrative support of those who are expected to implement the plan. This study used a concurrent multiple baseline design across four participants to assess the presence of a…

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using…

The results showed that in each setting, overcorrection procedures were associated with statistically significant differences in the target behaviors. (Author/DLS)

Ratings of treatment acceptability were obtained from 20 parents who sought professional assistance in managing their children's behavior. Initially, degree of disruptiveness of a proposed treatment and parental willingness to attempt it were significantly related to acceptability. Once treatment had been attempted, however, its perceived…

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…

Functional analyses were conducted with three boys (ages 4-7) with behavior disorders. The students were then successfully taught to self-manage incompatible appropriate behavior as well as appropriate requests for reinforcement (i.e., escape, attention, materials) identified as functionally related to the problematic target behaviors. (Contains…

Twenty-two middle school students with emotional/behavioral disorders placed in an alternative school were exposed to a cognitive-behavioral intervention which decreased the inappropriate external responses to anger and increased anger control as measured by student self-reports and teacher behavioral checklists. No effect was found for internal…

Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral…

The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated with nine elementary students having emotional and behavioral disorders. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors,…

Twenty-five adolescents with behavioral disorders in residential treatment participated in a 10-week aggression replacement training program. Comparison with 14 controls indicated that treatment affected participants' social skills knowledge but did not impact their observable behavior. (Author/JDD)

A study examined effects of class-wide curricular modification on the engagement and behaviors of six students (ages 13-14) with emotional disturbances, in a self-contained science class. Modifications included providing opportunities for choice making and ensuring activities were of high interest, which resulted in increased engagement and…

Videotaped exemplars of social situations were successfully used to model, rehearse, and provide directed feedback of appropriate alternatives to aggressive behaviors by two male special education students (ages 13 and 14). Following a reduction in levels of aggressive behavior, peer willingness to interact with the students improved. (JW)