There is a paucity of literature on social skills therapy for students on the autism spectrum, revealing an urgent need for additional research. Past research has focused on the use of small groups or single-case study designs. The present study examines the effectiveness of a social skills therapy program for school-age children ages 11 through…

Intensive Interaction was introduced to a special developmental school in Melbourne, Australia. The school had previously used behavioural and skills-based teaching approaches to underpin the teaching of students with severe/profound intellectual disabilities and autistic spectrum disorders. Video baselines of students involved in classroom…

The purpose of this study was to examine the prevalence of behavioral risk and protective factors among at-risk preschoolers. Parent-reported data ( N = 2,550) from the Devereux Early Childhood Assessment (DECA) indicated that Head Start preschoolers had significantly more behavior concerns and fewer protective factors than would be expected based…

Nurture groups (NGs) are a form of provision for children with social, emotional, behavioural and learning difficulties. Although the first groups were established over 30 years ago, growth in the number of NGs in the UK has been exponential over the past ten years. This study attempts to assess the effectiveness of NGs in promoting positive…

A study assessed the levels of bullying behavior at Hale School, an independent boys' day and boarding school in metropolitan Perth, Western Australia. In excess of 900 boys completed a survey instrument in 1994 and 1996. Results indicated that, despite a widely publicized program and the publication of anti-bullying and harassment policies,…

This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief…

Depression and externalising behaviour disorders frequently occur together in adolescence and are associated with a marked increase in symptom severity and poorer outcome. Clinical treatment research and early intervention programs for depression have not addressed the specific cognitive and interpersonal deficits associated with comorbidity. This…

Describes a peer culture development program implemented in three Chicago public high schools (N=150), which uses peer influence in group meetings (classes) as means for reduction of adolescent problem behavior. Reports an evaluation study providing generally positive findings showing reduction in destructive or detrimental behavior. (Author/LLL)

A significant minority of teens and preteens suffer from anxiety disorders, depression and other mood disorders, behavior problems, and drug and alcohol addiction. Others have low self-esteem, difficulty coping, and feelings of insecurity. Given the harmful consequences of such disorders, policymakers and practitioners should be alert to teens…

The follow-up data reported a long-term (three to nine years out of treatment) evaluation of 40 children who were clients of the Regional Intervention Program (RIP) for disturbed students from 1969 to 1978. (Author)

Illustrates the use of a response cost token system to decrease inappropriate behaviors of mainstreamed students in the regular classroom. Data were taken on a student's inappropriate request for teacher attention and another student's inappropriate verbalizations. Employed a reversal design. Results showed response cost token system as effective.…

Describes a residential child care approach centered on group homes which views running away as one of several behavioral problems. A complex solution is offered which has resulted in a dramatic decrease in runaways. (Author/NRB)

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

This article describes use of the Awareness Enhancement Device with a typically developing 6-year-old child to reduce finger sucking despite the child's lack of motivation. This device delivers a tone contingent on occurrence of the target behavior. Substantial reductions in finger sucking resulted only with the addition of a more intense tone (90…

Provides empirical validation for a behavioral self-management technique to improve homework-related behavior. Elementary and junior high school students (N=42) learned the technique through audiocassettes and written material and mechanical aids. Results indicate that the technique may help children assume responsibility for their independent…