Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Mental health research demonstrates that children with conduct problems (CP) and callous-unemotional (CU) traits differ in important ways from children with CP alone, including differences in primary caregiver attachment quality. This research suggests CU may also influence the quality of attachment between children with CP and their teachers.…

Many students with emotional and behavioral disorders placed in alternative education settings lack resilience and are likely to experience failure in school and beyond without carefully designed intervention programs. Although researchers have examined both resilience in children and youth and their placement in alternative education settings,…

Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in…

School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…

This review critically evaluates the existing research literature on the peer relationship problems of children with attention deficit/hyperactivity disorder. Empirical evidence suggests that children with the disorder are severely impaired in the social area and strongly rejected by peers. The purposes of this article are to provide a review of…

The study investigated the effects of training two learning and behavior disordered elementary students to ignore the inappropriate behavior and to reinforce the appropriate behavior of three peers who were also learning and behavior disordered. Results indicated the students were able to utilize extinction and reinforcement procedures…

When children experience serious problems with peer relationships there is increasing evidence that these children are at risk for a variety of adjustment problems later in life. This study utilized a variety of interventions to decrease negative behaviors in an active 4-year-old in a preschool setting referred by his teacher for noncompliant,…

This article presents a rationale for using students with emotional/behavioral disorders as behavior change agents for peers. Guidelines address use of peer confrontation strategies; selection, training, and evaluation of peer modifiers; and issues (such as ethical aspects of peer intervention). (DB)

A study investigated how rewarding youth in residential care for publicly reporting positive social behavior influenced the social interactions and acceptance of four adolescent males with antisocial behavior. The intervention resulted in substantial improvement in social interactions by the previously isolated peers. Peer acceptance ratings…

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.)…

This paper is a meta review of review articles on child behavior therapy published in major behavioral journals from 1981 through June 1986. Child behavior therapy is described as a treatment which emphasizes operationally defined interventions, objective measures of outcome, the experimental analysis of behavior, and an idiographic approach.…

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…