On-task behaviors are examined for three elementary-aged children who had impaired language and challenging behaviors that compromised their classroom participation and inclusion. A multiple-baseline design across participants was used. Each participant showed improvements in on-task behavior following Social Story[TM] intervention. Participants…

This study presents a psycho-educational intervention using cognitive-behavioral techniques to modify and improve thinking strategies as well as facilitate behavioral adjustment and generalization of strategy use in children with learning disabilities attending mainstream schools. One hundred and twenty Greek pupils in 2nd, 3rd, and 4th grade were…