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Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures.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The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated.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 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
Generalization, Maintenance, and Behavioral Covariation Associated with Social Skills Training through Structured Learning.
Peer reviewed Peer reviewed
Sasso, Gary M.; And Others – Behavioral Disorders, 1990
The effects of social skill training on social behavior was assessed, using a structured learning model with 3 children with behavioral disorders, ages 7-14. Results showed an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment…
Descriptors: Behavior Disorders, Elementary Education, Generalization, Instructional Effectiveness