Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students…

Objective: To evaluate the extent to which anger management training provided within a learning disabilities day service generalizes to residential settings. Method: Eleven day-service users participated in one of two anger management groups. Treatment was delivered by day-service staff and an assistant psychologist, using a standard…

The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom,…

The authors review research on techniques to change social behavior, ranging from relatively simple manipulations of antecedent and consequent conditions to complex instructional "packages" involving didactic, modeling, rehearsal, and feedback procedures and examine issues involved in generalization of social skills training as well as ethical…

The generalization of specific social skills to new environments by four elementary aged learning-disabled students was studied using a modified multiple baseline, single-subject research design. During one spring semester, each student was trained for 12 weeks in the use of a specific social skill (such as compliance, cooperative play, or…

Using self-instructional strategy training procedures, three sixth-grade learning disabled students were taught a series of self-directed prompts designed to facilitate the generation, framing, and planning of written compositions. The eight-step instructional procedure included pretraining, review of baseline performance level, description of the…

Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…

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…