Improving the Peer Interactions of Students with Emotional and Behavioral Disorders through Self-Evaluation Procedures: A Component Analysis and Group Application

Author(s)

Lee Kern, University of Pennsylvania
David P. Wacker, University of Iowa
Floyd C. Mace, Nova Southeastern UniversityFollow
George D. Falk, University of South Florida
Glen Dunlap, University of South Florida
Jeffrey D. Kromrey, University of South Florida

Document Type

Article

Publication Title

Journal of Applied Behavior Analysis

ISSN

0021-8855

Publication Date

Spring 1995

Abstract

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.

DOI

10.1901/jaba.1995.28-47

Volume

28

Issue

1

First Page

47

Last Page

59

NSUWorks Citation

Kern, L., Wacker, D. P., Mace, F. C., Falk, G. D., Dunlap, G., Kromrey, J. D. (1995). Improving the Peer Interactions of Students with Emotional and Behavioral Disorders through Self-Evaluation Procedures: A Component Analysis and Group Application. Journal of Applied Behavior Analysis, 28(1), 47-59.
Available at: https://nsuworks.nova.edu/cps_facarticles/375