Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

Social skills instruction is as important for many students with disabilities as instruction in core academic subjects. Frequently, students with autism require individualized social skills instruction to experience success in general education settings. Literacy-based behavioral Interventions (LBBIs) are an effective intervention that instructors…

Students with autism spectrum disorders (ASD) often lack independent task initiation skills, have difficulty staying actively engaged in academic tasks, and may require prompting to complete and transition between tasks or activities. In response to these difficulties, teachers often provide additional attention to students in the form of frequent…

Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

The academic and social challenges facing public schools are enormous. For example, the pressure to meet the demands of the current high-stakes testing environment and reach adequate yearly progress (AYP) goals has arguably never been greater (Luna & Turner, 2001; Sanders, 2003). The energy devoted to academics has supplanted the little time spent…