Group contingencies are an effective way to prevent and address problem behavior; however, the extent to which these effects transfer to settings where the intervention is not implemented (i.e., setting generalization) is unknown. Using a multiple baseline design, this study assessed the setting generalization of the effects of an interdependent…

While there is a longstanding call for all students to succeed, students receiving special education services under the label of emotional disturbance (ED) are at an increased risk for minimal school and life outcomes, ranging from poor classroom grades and increased expulsion to high rates of incarceration and drug use. Although there are extant…

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: Children with autism often demonstrate distress and oppositionality when exposed to requests to complete academic or household tasks. Errorless academic compliance training is a success-focused, noncoercive intervention for improving child cooperation with such activities. In the present study, the authors evaluated treatment and…

A self-management intervention package was used with preschoolers with developmental delays. Self-assessment of performance resulted in increases in active engagement across all participants during training, but generalization to classrooms was sporadic and short-lived. When recruitment of teachers' contingent praise was added, treatment effects…

Self-monitoring is used to increase on-task behavior of students by encouraging them to monitor their own behavior (Hallahan, Lloyd, & Stoller, 1982). According to Daly and Ranalli (2003), there are many benefits of self-monitoring: (1) It is an effective tool for changing behavior; (2) It promotes generalization of the appropriate behavior to…

Results of this study, involving an adolescent with learning and behavior problems, indicated that self-monitoring can be successfully used in special education settings and then implemented with little effort in mainstream classes to improve on-task behavior and academic performance. (Author/JDD)

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'…