The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents…

Students with disabilities are likely to have contact with a police officer as either a victim or a perpetrator of a crime; however, media outlets often underreport the presence of a disability. The lack of acknowledgment of disabilities raises concerns regarding the ability of a police officer to support a person with a disability. Likewise,…

This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…

The Corner Method, in which students must interact in such a way that the logical consequences of their actions force them to seek more socially useful behaviors, resulted in an increase in socially productive behaviors among eight behavior disordered students (10-12 years old). (CL)

Reviews four domains of research in adolescent suicide: (1) the role of psychopathology; (2) family history of psychopathology; (3) mental health treatments; and (4) firearms in homes. Recommendations include: better training for professionals, better delivery of mental health treatments, policy changes of better mental health screening and…

An 18-year-old youth placed in a residential state mental health facility because of social skills deficits participated in treatment over a 48-day period in which the student was observed in four settings. Results suggest that the skills taught--greetings and thanking behavior--were maintained and generalized to three natural settings. (Author/CL)

This article discusses social skills training for students with emotional or behavioral disorders who have difficulty building social relationships. It addresses problems with current social skills instruction program, the lack of generalization data, and strategies to program systematically for generalization and maintenance of trained skills.…

Six hospitalized mentally retarded-behaviorally disordered children were instructed in three feeding skills through praise, time-out, and behavioral rehearsal. Results indicated positive behavior change in training sessions and in immediately succeeding sessions during which training was withheld. (Author/CL)

The effects of social interaction skill interventions on the social behavior of four preschool children with behavioral handicaps were evaluated. Findings indicated unique effects for social skills training and contingency management intervention. Results are discussed in relation to the role of reciprocal interaction and behavioral trapping for…

Six behaviorally handicapped elementary students participated in short-term resource treatment to bring their behavior under the control of a combination of treatment procedures emphasizing self-evaluation. Results indicated that students maintained appropriate classroom behavior in their regular classrooms, once self-evaluation procedures were…

This article introduces the use of nonaversive behavior management with persons exhibiting undesirable behaviors. Definitions are suggested and three fundamental elements are explained: (1) a nonaversive set of procedures; (2) social validation criteria emphasizing personal dignity; and (3) the prohibition or restriction of certain aversive or…

Thirty-two studies, involving 47 discrete experiments, are reviewed on the application of overcorrection to management of self-injurious behavior in intellectually handicapped individuals. The literature supports short-term efficacy of overcorrection. Reservations include the intrusive and restrictive nature of the technique and limited data on…

This report describes a behavior analysis treatment approach to establishing oral feeding in children with multiple developmental disabilities and gastrostomy-tube dependency. Pretreatment screening, functional assessment, and treatment are reported as implemented within a behavioral consultation model. A case study illustrates the sequence and…

In the context of a response to other articles contained in a special issue on social interaction skills of handicapped students, trends in developing social interaction skills of behavior disordered students are discussed, including current training issues and procedures as well as suggestions for future research and program development. (JW)

The effects of two methods of negative reinforcement on three young children (ages two and three) with developmental delays and chronic food refusal were examined. Physically guiding the child to accept food contingent on noncompliance and nonremoval of the spoon until the child ate were tested. Both treatments were effective; however, parents…