A study involving 7 multiply handicapped students (6-13 years old) was conducted to shape appropriate classroom social behaviors and to maintain them with little social approval, to examine what effects reprimands had on student behavior, and to see if combination of reprimands and praise could result in good classroom behavior when reprimands…

The study suggests that prolonged interaction with normal children can influence the social behavior of a group of hard-of-hearing handicapped. (Author)

Twelve hyperactive males (6 to 12 years old) were treated with methylphenidate, d-amphetamine, and a placebo under double blind conditions. Individual analysis of Ss' data revealed that the drug treatment was associated with variant levels of positive influence. (Author/SBH)

A study involving five elementary-age children with moderate disabilities and five typical peers evaluated the use of a structural analysis model as a vehicle for improving social interactions via peer-mediated interventions. Results indicate structural analysis was usable as a prescriptive tool to develop effective peer-mediated interventions.…

Within-classroom comparisons indicated that individualized instruction with group contingencies sharply increased the academic production of children from all ability levels, significantly improved social behavior, and changed the teacher's mode of instruction and interaction with the children. Individualized instruction alone had lesser effects,…

Discusses results of a three-year investigation of personal, social and academic adjustment by learning disabled students. Concludes that younger children in self contained classrooms achieve more academic and personal success than older ones and those in mainstreamed classes. Identifies five critical factors affecting educational outcomes with…

Explains a conceptual model for a comprehensive, multilevel, school-wide discipline program and describes its implementation in one elementary school. Key elements of the program include teaching social norms, a seven-step school-wide classroom management strategy, and targeted, intensive, and comprehensive interventions. (DB)

Examples of three behaviorally disordered students are used to describe the level system (in which the student moves from level 1, with much external control, to level 6, which is self management) at the Greene County Learning Center (Xenia, OH). The six guidelines for the center are outlined and the components of the level system are listed as…

Nine elementary grade children, each referred originally for low levels of peer interaction in free-play situations in school, participated in a study designed to assess the effects of treatment "booster shots" on the maintenance of social behavior. An intervention package, consisting of social skills tutoring and a recess-based point…

Reinforcement for academic performance has been shown to increase both correct academic responding and rates of on-task behavior. Reinforcement for attending and on-task behavior has failed to increase correct academic responding in many studies, but it has produced vicarious and sociometric changes. The occurrence of vicarious and sociometric…

This manual and the accompanying videotape are designed to provide a practical way to teach social skills to all students in grades K-8, including students with disabilities, in the classroom and across other school settings. The strategy's collaborative approach was designed for general and special education teachers who are working with other…

Discusses a previous study of the operational and sociomoral reasoning of 70 congenitally deaf children. Reports that, although the results indicated no differences between the hearing and nonhearing students on the development of sociomoral reasoning, the researchers still advocated intervention programs. (CFR)

Responds to criticism of research into the development of sociomoral reasoning of deaf children. Defends research methodology and asserts that the criticism does not accurately interpret their hypotheses. Concludes that their recommended intervention program also would be helpful with sensory unimpaired children. (CFR)

This article describes the use of social-story intervention programs to teach appropriate social behavior to 3 children with autism (ages 7 and 11). The intervention combined social-story methodology with a behavioral social skills training strategy. Suggestions for developing, implementing, and evaluating social-story programs are provided.…

This action research project examined the impact of a social skills curriculum on the behavior of targeted second, fourth, and fifth graders. Problems in student behavior were documented through an analysis of records of peer mediation, student referrals, and staff surveys. The intervention consisted of a social skills curriculum, "Second…