Background: The aim of this study was to evaluate the effects of a training program focusing on improvement of emotional intelligence (EI) and support staffs' awareness of their behaviour towards people with an intellectual disability based on interactional patterns. The support provided regarding the needs for autonomy, relatedness, and…

Notwithstanding the wealth of research that documents the effectiveness of self-management programs in the classroom, few investigations have explored classwide use of self-management procedures as a universal intervention. To extend existing research in this area, we examined the effectiveness of a classwide self-management intervention for…

Teacher-pupil relationships do not solely impact children's academic development; they also influence emotional and behavioural development. Positive teacher-pupil relationships help reduce maladaptive behaviour while negative ones can lead to increased academic, social and behavioural difficulties. Identifying and measuring teacher-pupil…

The purpose of this study was to examine the use of percentile schedules as a method of quantifying the shaping procedure in an educational setting. We compared duration of task engagement during baseline measurements for 4 students to duration of task engagement during a percentile schedule. As a secondary purpose, we examined the influence on…

We evaluated problem behavior exhibited by 6 individuals with developmental disabilities using the behavioral economic conceptualization of unit price. Descriptive observations were conducted during interactions between the participants and their primary care providers in a clinical laboratory, the participants' homes, or school. Data were…

Both academic and disruptive behavior in a classroom for children with behavioral problems were monitored under two different procedures for administering token reinforcement. Control may be more efficiently achieved by reinforcing academic behaviors incompatible with disruptive behaviors. (Author/JB)

The present study was based on the assumption that a focus on the content of the interaction process would also provide meaningful data on the relationship between family interaction and behavior disorder. (Author)

The present paper describes an alternate response to the problem of juvenile status offenders (JSO). The intervention is based on a psychological conception of the problem rather than a legal one. Specifically, family therapy is the core of the intervention strategy. An evaluation of this program is reported. (Author)

The manual, designed particularly for work with acting-out or behavior problem students, describes coding procedures used in the observation of continuous classroom interactions between the student and his peers and teacher. Peer and/or teacher behaviors antecedent and consequent to the subject's behavior are identified in the coding process,…

The author feels how he handles a potential problem in his group counseling session when a new member "freaks out." (HMV)

The author summarizes his observations of interactions in two classes of an individualized, self-paced, laboratory-based high school science course for students who normally do not take physics or chemistry. Based on these and other observations of classroom behavior of teachers and pupils the author postulates that two agendas are operative in…

The analyses of 33 families with boys (5 to 12 years old) having severe conduct problems focused on a means by which classes of events may be derived from sequential data. (Author/SBH)

A procedure is described for recording dyadic social interactions between family members. The procedure is presented within the context of general considerations for recording behavior, and the specific rationale underlying the present technique is given. Functional definitions for several behavior categories are included and an example of how the…

The effect of principal attention contingent upon tem on-task performance was examined in an unruly fourth-grade class. Principal attention was found to be a strong reinforcer in both experimental conditions, but percentage of on-task behavior during team consequences was higher than during individual consequences. (Author)

Analyzed limitations of empirical research models in terms of ability to reflect an interactional perspective on suicidal behavior. A new research model was developed. Findings indicated such real-life behaviors cannot be understood by recourse to individual differences variables alone or environmental variables alone. (Author/BEF)