Improving the peer interactions of students with emotional and behavioral disorders through self-evaluation procedures: a component analysis and group application.
We conducted two experiments examining the effects of a self-evaluation package on the peer interactions of students described as emotionally or behaviorally disordered. Experiment 1 assessed the additive effects of various components of a self-evaluation package on the frequency of inappropriate and appropriate peer interactions. The components assessed were rewards alone, rewards plus discussion, and self-evaluation plus rewards. Results showed limited effectiveness when rewards alone and rewards plus discussion were implemented. However, substantial improvements in peer interactions were observed when the self-evaluation component was added. Experiment 2 examined the efficacy and feasibility of the procedures when implemented in a group setting. Students in three classrooms served as participants. Direct observation data collected for 8 of the participants showed the procedures to be effective in improving peer interactions when implemented in a group context.
Kern
L
L
University of Pennsylvania.
Wacker
D P
DP
Mace
F C
FC
Falk
G D
GD
Dunlap
G
G
Kromrey
J D
JD
D000342:Affective Symptoms / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000628:therapy*; D004519:Education, Special; D005240:Feasibility Studies; D005246:Feedback; D006801:Humans; D007389:Internal-External Control; D008297:Male; D010379:Peer Group; D012919:Social Behavior; D014040:Token Economy; D014743:Videotape Recording