The purpose of this study was (a) to survey school counselor preparation and perceived and projected role in serving special education students in the southwestern region of the United States; and (b) to determine the status of counselor education programs throughout the nation in preparing counselors to effectively serve exceptional students. The results indicated that 50 percent of the school counselor sample advocated additional involvement with exceptional students, 43 percent felt inadequately prepared to deal effectively with exceptional students, and 60 percent would be more willing to serve exceptional students if their training in special education had been more extensive.
The effects of a role-playing intervention on maladaptive classroom behavior of two emotionally disturbed adolescents were investigated in the context of a multiple baseline design across behaviors. Data were collected daily, both in role playing (training) sessions and in the classroom (generalization) setting. The role-playing intervention proceeded, in successive response-dependent stages, from the training room to the classroom environment. The intervention strategy successfully altered specific maladaptive responses. Generalization in the classroom environment occurred, to some extent, in initial parts of the intervention. It increased in later stages when role playing sessions were initiated in the classroom. Following completion of the role-play intervention program, reinforcement contingencies enhanced the consistency of the effects and were necessary, initially, for maintenance of the newly acquired behaviors in the classroom. Follow-up data, taken after the termination of the study following removal of the programmed reinforcement contingencies, indicated that the reduction of maladaptive behaviors achieved during treatment continued at a near-zero rate.
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