Intervention during which a 9-year-old emotionally disturbed student viewed a videotape of a structured mathematics class and recorded his own behavior in that class resulted in increased frequency of on task behavior. (CL)

This study investigated the effectiveness of cognitive-behavioral training in reducing angry behavior and aggression among three fourth-grade students in a multicategory resource room. Results indicated that students were able to learn the strategy and reduce undesirable behavior, maintaining decreased levels of anger and aggression over time.…

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

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…

An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…

Three seriously emotionally disturbed children were trained in techniques for self-evaluation for demonstrating appropriate behavior. Student use of those techniques in the classroom indicates generalization to that environment did occur. (MSE)