This investigation assessed the effects of social skill training using a structured learning model on the behavior of three children with behavioral disorders. Specifically, the acquisition, maintenance, and generalization of target skills were measured across an entire school year using a multiple probe design across behaviors. In addition, negative responses were measured to determine if they would covary with the social skills. Results show an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment settings. These results are discussed in relation to effective social skills training and the integration of children with behavioral disorders.
In this investigation, the effects of four setting events and two organismic variables on the social behavior of children with developmental disabilities and autism were compared. In Study 1, social interactions within dyads composed of one student with disabilities and one nondisabled peer were compared to triads composed of two nondisabled peers and one child with disabilities. In addition, differential effects of peer tutoring and peer initiation interventions were determined. In Study 2, the effects of high- and low-status peers within triadic social interaction groupings were examined to determine effects on both the students with disabilities and their nondisabled peers. The results suggest that peer dyads, the cooperative peer intervention, and triads composed of two high-status nondisabled peers were most effective in promoting positive social interactions for the participants with disabilities. Furthermore, there seemed to be no real benefit to low-status peers related to participation in this second investigation. Results are discussed in relation to the effective and efficient use of programs designed to effect social competence and inclusion.
We propose the use of a combined version of the alternating treatments and multiple baseline designs in situations in which a traditional baseline (no treatment) condition either does not provide an adequate contrast condition or is not feasible or practical due to clinical constraints. We refer to this design as a sequential alternating treatments design because two treatments are initially implemented in a random or counterbalanced fashion and are followed by a sequential change in one or both treatments across settings, subjects, or tasks. The effects of the independent variables are assessed first by analyzing the two series of data points representing the different treatments (relative effects) and then by assessing changes in one or both series, as application of the alternative treatment is introduced sequentially. The sequential application of treatment provides an analysis of control in the same manner as the multiple baseline design; the initial alternating treatments phase provides a contrast condition in much the same manner as a baseline condition. Applications of this design to the assessment of peer training and self-injurious behavior are described.
Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.
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