Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, and…

Video-self modeling (VSM) is an effective but underused instructional strategy for youth on the autism spectrum. The authors present VSM in the context of strength-based educational programming for youth on the autism spectrum. The authors summarize research studies investigating VSM with youth on the autism spectrum in school settings and discuss…

Positive behavior support has gained attention in recent years as an effective practice for reducing challenging behaviors in children and youth with a variety of disabilities including autism spectrum disorders (ASD). The goal of positive behavioral interventions for students with ASD is to prevent and reduce the occurrence of interfering…

Discusses factors associated with violent behavior in young children and strategies for addressing those factors, including using the "Turtle Technique" for practicing withdrawal and problem-solving, using social-learning curricula, using success-oriented instructional strategies for teaching academics, listing and practicing alternative…

This article examines peer intervention as a strategy for modifying disruptive behavior in inclusive classrooms, focusing on the method known as peer confrontation. A vignette of this method's application to reduce the incidence of verbal abuse in a regular classroom is provided, and implications of peer mediation for inclusive schooling are…

Describes using behavior maps to help students identify and change nonadaptive patterns of interaction with adults and peers. Strategies are presented for developing and using behavior maps, and three examples of behavior maps of differing complexity are provided. Evaluation of behavior mapping efforts is also discussed. (CR)

This article explains how cooperative learning techniques can be used to teach interpersonal social skills, describes the cognitive-behavioral model for treating deficits in social problem-solving skills, and outlines the critical steps for using peers as social skills trainers in classrooms with antisocial students. (DB)