Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on…

Self-modeling can take different forms but is described as a process where one observes one's own successful behavior and learns from it without dependence on any particular medium. In this study, two separate experiments were conducted to evaluate a video self-modeling (VSM) feedforward intervention. VSM feedforward (independent variable, IV),…

Peer rejection is a common experience for youth with emotional and behavioral disabilities and it is associated with increased risk of negative short- and long-term outcomes. There is a high premium on interventions that can improve the social status and functioning of these youth. Positive Peer Reporting (PPR) is a behavior analytic intervention…

This article reviews general classes of variables which help to maintain aberrant behavior including attention seeking, sensory and perceptual consequences, and access to materials or activities. Suggestions for a methodology providing a comprehensive functional analysis are offered which include descriptive analysis, hypothesis forming,…

This article discusses social skills training for students with emotional or behavioral disorders who have difficulty building social relationships. It addresses problems with current social skills instruction program, the lack of generalization data, and strategies to program systematically for generalization and maintenance of trained skills.…

The effects of social interaction skill interventions on the social behavior of four preschool children with behavioral handicaps were evaluated. Findings indicated unique effects for social skills training and contingency management intervention. Results are discussed in relation to the role of reciprocal interaction and behavioral trapping for…

This article discusses strategies and procedures for promoting maintenance and generalization of student behavior changes resulting from interventions based on functional behavioral assessment. Strategies include self-management techniques, cognitive mediation, self-advocacy training, use of peers, booster training, environmental modifications,…

Thirty-two studies, involving 47 discrete experiments, are reviewed on the application of overcorrection to management of self-injurious behavior in intellectually handicapped individuals. The literature supports short-term efficacy of overcorrection. Reservations include the intrusive and restrictive nature of the technique and limited data on…

This paper identifies factors possibly influencing long-term effectiveness of social skills training with students having emotional or behavioral disorders. These include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecise assessment…

Review of the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders identified key issues in the design of these studies. Issues included (1) an emphasis on descriptive analysis; (2) interventions employed and procedural integrity; (3) generalization and maintenance;…

Constant time delay procedures were used to teach 15 multiplication facts in 1 hour to a 10-year-old student with mild learning handicaps and behavioral disorders. Correct levels of responding were maintained and generalized across persons and settings up to 8 weeks after training. (DB)

The effects of social skill training on social behavior was assessed, using a structured learning model with 3 children with behavioral disorders, ages 7-14. Results showed an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment…

High-probability requests were provided to two boys (age seven) with behavior disorders and severe disabilities as an antecedent to delivering a low-probability request. Results showed an immediate increase in appropriate responding when the intervention was delivered. Generalized responding and response maintenance were also exhibited.…

This case study of an 11-year-old boy with moderate/severe mental retardation, seizures, and behavior disorders in an inclusive classroom setting describes how a program of assessment and intervention eliminated the behavior problems, was maintained following the intervention, and generalized to 3 nontargeted problem behaviors. Intervention…

The nine readings in this monograph focus on ways to improve the social skills of students with emotional/behavioral disorders. The following readings are included: (1) "Analysis of Literature on Social Competence of Behaviorally Disordered Children and Youth" (Sarup R. Mathur and Robert B. Rutherford, Jr.); (2) "A Validation of Social Skills for…