The prevalence of students with behavioral problems who also have learning problems has been reported to be as high as 50% (Glassberg et al. "Behavioral Disorders," 25, 9-21, 1999). In the current study, we progressively evaluated the effects of positive reinforcement, instructional strategies, and, if needed, negative reinforcement on…

This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both…

Evaluation of peer-mediated reading instruction with three fifth-grade and sixth-grade boys with behavior disorders found that marked improvement in on-task behavior and positive peer-to-peer comments corresponded to the implementation of peer-mediated instruction. (Author/DB)

An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…

The study investigated the effects of a self-instructional training package on the on-task behavior of four adults with mental retardation employed in a sheltered workshop. On-task behavior increased substantially across all subjects following the training and the behavior generalized from the training setting to the actual work environment.…

This study, with four preschool children who displayed difficulty maintaining independent on-task behavior, found they were able to learn a self-monitoring strategy (comprising self-talk, self-appraisal, and self-recording) and to maintain the targeted behavior improvements upon removal of the prompts. (DB)

This study evaluated the "I Found a Solution" computer-assisted social skills intervention program with 87 mildly mentally retarded students (ages 10-18) in 2 Israeli special schools. Following training, teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. The second…