Check-In Check-Out (CICO) is an evidence-based Tier 2 intervention that has most often been used to support students who exhibit externalizing problem behaviors; however, emerging research suggests that CICO may be effective when extended to students who are engaging in internalizing problem behaviors (CICO-IB). The purpose of this study was to…

The total number of nonhandicapped/handicapped social interactions as well as the number of social initiations by the severely emotionally disabled withdrawn target subject were greater when the subject was paired with a socially outgoing nonhandicapped peer. (Author/CL)

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA; 1997) through the current reauthorization (IDEA 2004), disciplinary procedures and functional behavioral assessment (FBA) have been widely used in school districts to assist in the prevention and amelioration of problem behaviors. Although researchers have…

The Social Competence Intervention Project addressed the problem of social withdrawal of handicapped children by meeting four goals: (1) identifying social behaviors likely to engender positive social encounters, (2) evaluating the effectiveness of critical social initiations by handicapped children, (3) developing empirically valid teaching…

The article lists skills to be taught, then describes the psychoeducational training procedures, management problems, and research evaluation results of the structured learning approach for teaching social competencies to aggressive, withdrawn, immature, or developmentally lagging preadolescents and adolescents. Effectiveness reported includes…

To examine patterns of maladjustment in preschool children, 173 children from a general kindergarten population were observed and rated by teachers using the Bristol Social Adjustment Guides. Principal-components factor analysis with varimax rotation extracted three dimensions of maladaptivity (i.e., general overreaction, socioemotional…

Comparison of 289 Canadian elementary students with behavioral or emotional difficulties with 363 Welsh students referred for social/emotional difficulties found similarities in the severity and frequency of acting-out or undercontrolled behaviors but significant differences in inhibited or overcontrolled behaviors, with Canadian teachers…

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. Results indicated that the intervention procedures increased subjects' initiations in organizing play, sharing, and assisting and that there were collateral increases in subjects'…