Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

We investigate how different mealtime situations help shape teenager and staff subjectivities in two Swedish residential care homes and a special school for girls and boys, 12-15 years old, with social, emotional and behavioural difficulties. Three mealtime networks are analysed using concepts from actor-network theory, treating architectural…

Check-In/Check-Out is a secondary tier positive behavior support program in which an adult mentor is paired with a student to address problem behavior and support appropriate behavior. This case study extended the implementation of the Check-In/Check-Out strategy to a residential facility for students with emotional and behavioral disorders. The…

The purpose of this study was to investigate the effects of wraparound services on students' classroom behavior, social behavior, emotional functioning, and academic skills. As a philosophy and a process, wraparound services support the student, family, and teachers by organizing and blending natural supports, interagency services, and behavioral…

Behavior Education Program (BEP) is the most researched targeted intervention that is used in schoolwide positive behavior intervention and supports (PBIS). It is a daily check-in and check-out system in which students receive extra attention for positive social behavior throughout their school day. This extra attention is intended to prevent…

In this study, the side effects of contingent shock (CS) treatment were addressed with a group of nine individuals, who showed severe forms of self-injurious behavior (SIB) and aggressive behavior. Side effects were assigned to one of the following four behavior categories; (a) positive verbal and nonverbal utterances, (b) negative verbal and…

The goal of educators is to prepare students to live independent, productive lives. This objective is accomplished by helping students acquire the requisite skills to function independently. Most youths develop an aptitude to make wise behavioral choices by observing the individuals with whom they interact. Unfortunately, students with emotional…

A social dynamics perspective of aggression in school is presented. This framework focuses on the role of natural social processes in the establishment and maintenance of aggressive behavior in the school context. The five articles in this special issue are briefly reviewed and a synthesis of their contributions for understanding the social…

A study of the patterns of behavior disorders, hyperactivity, and emotional disturbances and classroom environments in 13 social adjustment classes, 3 day treatment programs, and a psychiatric outpatient program is reported. Results concerning occurrence of the disorders and the instruments used for characterizing these children and environments…

The purpose of the present case report was to evaluate the effects of an individual token economy with a young child with severe behavior disorders. Three behaviors were recorded; time to completion, the number of assignments completed, and the frequency of inappropriate behavior. These data were gathered for 30 minutes each morning. The overall…

This study of four children (ages 4-5) with emotional and behavioral disorders demonstrated that high-probability requests delivered in a variant sequence were more effective than those delivered in an invariant sequence. Children were able to act as change agents by delivering the high-probability sequences. (Author/CR)

Functional behavioral assessments (FBAs) were used to develop and implement behavior support plans for three middle school students who were not successful under a check-in, check-out system. Following implementation of function-based support, each participant demonstrated both reduced level of problem behavior and reduced variability in problem…

A study involving a 12-year-old boy with autism, Fragile X syndrome, and intermittent explosive disorder, analyzed the effects of social stories in reducing precursors to tantrum behavior during morning work time and lunchtime. Results indicated a decrease in precursors to tantrums when the social stories were available to the student. (Author/CR)

A treatment was developed that analyzed response allocation across two break options for two females (ages 12 and 30) with behavior problems: break alone and break with access to preferred social activities. The break with preferred activities decreased aberrant behavior and increased appropriate behavior. (Contains two references.) (Author/CR)