College of Psychology: Faculty Articles

Title

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

Document Type

Article

Publication Date

Spring 1995

Keywords

Self-Evaluation; Severe Emotional Disturbance; Videotape Feedback; Social Skills

Publication Title

Journal of Applied Behavior Analysis

ISSN

0021-8855

Volume

28

Issue/No.

1

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

Peer Reviewed

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