Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional…

Six third-grade subjects who were selected by peers' sociometric ratings, teacher rating, and observation of six social skills, received social skills training, and individual and group intervention. Ss' behavior were shaped in skill areas to approximate average peer rate, with resulting increase in sociometric ranking and teacher rating.…

In two studies, 18 middle school boys with serious emotional disturbances (SED) were taught to use a social skills curriculum to teach more positive peer interactions to peers with SED. Results indicate the desired effects of the peer-based social skills instruction, with some evidence of behavior maintenance and transfer. (Contains references.)…

An alternative model of social skills instruction that does not assume social skill deficits, but rather deficits in self-regulatory behavior, was used with three boys with severe behavior disorders. Self monitoring procedures were used to cue social skills, were effective in altering participant's social behaviors, and created maintained positive…

In the context of a response to other articles contained in a special issue on social interaction skills of handicapped students, trends in developing social interaction skills of behavior disordered students are discussed, including current training issues and procedures as well as suggestions for future research and program development. (JW)

Four preschool children who exhibited aggressive methods for resolving social interaction conflicts were taught a problem-solving strategy. Results found that acquisition of the problem-solving strategy influenced the types of alternative solutions the children provided to social interaction conflicts. Students produced more prosocial resolutions…

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…

A systems perspective on the development of disruptive behavioral disorders is presented and discussed with an emphasis on correlated constraints. The concept of correlated constraints suggests that behavior development involves the interconnected contributions of multiple factors working together as a system. Implications are considered in…

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)

The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors. All 16 who completed the program showed significantly increased levels of academic engaged time, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement was significant but…

A study examined the effects of a 2-year follow-up prevention program for 31 Head Start kindergarten and first-grade students with behavior problems. Results indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-seat behaviors, and negative verbal statements. Improved compliance and more positive peer interactions were…

An interdependent group-oriented timeout ribbon procedure was effective in decreasing the inappropriate verbalizations of two groups of resource room students (grades 1-3). A timeout ribbon was removed for one minute following inappropriate verbalizations, during which time the group lost the opportunity to earn tokens for activity or tangible…

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)