This article describes a single-subject study of the effects of a contextualized instructional package on the area and perimeter performance of middle school students with emotional and behavioral disorders (EBD). The instructional package included area and perimeter problem-solving activities embedded in contextualized, or real-life, scenarios;…

A 10-session anger management program was offered in a therapeutic day school for adolescents with emotional or behavioral disorders. Booster sessions to maintain gains were provided. Participants exhibited a reduction in peer fighting, an increase in talking with a counselor when angry, and an increase in using anger logs. (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…

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)