This article describes the use of social-story intervention programs to teach appropriate social behavior to 3 children with autism. The procedures used in these interventions combined social-story methodology with a more traditional behavioral social-skills training strategy. Procedures and suggestions for successfully developing, implementing, and evaluating social-story intervention programs are also provided.
This article describes a prevention program designed to provide "universal" interventions (i.e., classroom management, social skills, peer tutoring in reading) for at-risk students and those identified as having emotional and behavioral disorders (EBD) in urban schools. Students were selected based on the Systematic Screening for Behavior Disorders, with a key selection factor being identification of serious behavior problems through teacher nominations. An experimental-control, posttest design was used to analyze data across the target and control groups, which were composed of students already identified as having EBD and students at risk for EBD. Eleven students with EBD were included in the target group; six students with EBD were in the control group. Direct observation measures showed significant differences between the two groups in on-task, positive recess interaction and play, aggression, and out-of-seat behaviors. Teacher reports indicated significant differences for appropriately requesting attention, following directions, and reducing disruptive behaviors for the target group. Findings across students indicated the need to continue early prevention efforts for students with EBD and those at risk for EBD, with a suggestion that increased attention should be given to positive behavioral support systems.
This study applied an early screening approach to determine the risk status of children in five urban schools and monitor their patterns of reading growth over 3 years. A majority of students were from culturally diverse and low-SES backgrounds.Two validated instruments were used for determining (a) academic risk (the Dynamic Indicators of Basic Early Literacy Skills [DIBELS]; Good et al., 1998) and (b) behavioral risk ( Systematic Screening for Behavior Disorders [SSBD]; Walker & Severson, 1992, or Early Screening Project; Walker, Severson, & Feil, 1995). DIBELS data for 383 students were used to determine the characteristics and effectiveness of reading curriculum reforms for students in kindergarten through second grade. Results indicated that students with a single risk factor (academic or behavioral) progressed more slowly than the general population in the participating schools.The students with behavioral risks, however, made better progress, becoming more fluent readers than the students with academic risks. Students with both academic and behavioral risks made the least progress. The Reading Mastery curriculum (Reading Mastery, 1995) produced better growth in reading fluency than did Success for All (Success for All, 1999) or the literature-based curriculum. It also produced better growth for students with academic, behavioral, or both risk factors.The Success for All curriculum produced less growth compared to the Reading Mastery curriculum but was superior to the literature-based curriculum. Implications are discussed.
Cognitive behavior modification (CBM) is a technique that allows students with exceptionalities to function independently in schools and communities. It has been widely used with persons with mild to moderate disabilities; more recently, this technique has also been applied successfully with students with autism who exhibit a range of skills. This article provides an overview of the literature on the effectiveness of CBM for persons with classic autism and higher functioning autistic disorder. In addition, guidelines for implementing a CBM program are presented.
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