Improving the Peer Interactions of Students with Emotional and Behavioral Disorders through Self-Evaluation Procedures: A Component Analysis and Group Application
Self-Evaluation; Severe Emotional Disturbance; Videotape Feedback; Social Skills
Journal of Applied Behavior Analysis
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.
Wacker, D. P.,
Mace, F. C.,
Falk, G. D.,
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: http://nsuworks.nova.edu/cps_facarticles/375