Interventions Article Test #2

***Serketich et al. The effectiveness of behavioral parent training to modify antisocial behavior in children - Meta Analysis***

What the meta-analysis have shown: 1. effect-size observer: .85 2. effect-size parent: .84 3. effect-size teacher: .73 4. effect-size follow up: .68 - .84 5. effects decrease with age 6. treatment sessions 11-16 7. work with 80% of parents

Huberty et al. Children and anxiety

1. .anxiety reactions may be distinguished from normal responses on the basis of their persistence, intensity and magnitude and degree to which they contribute to maladaptive behaviors 2. anxiety is a coorelate of a behavior pattern in children

***Kimberly Kelshaw; Mixed Contingency Article; Randomized interdependent group contingencies; group reinforcement with a twist***

1. 12 second grade students 2. teacher of 27 years, "worst class ever taught" 3. R+ condition interdependent group contingency, 36 or less rule violations, jar with random reinforcers - Mystery Motivator Jar 4. R-ALL there are four jars 5. Jar #1 - behaviors - off task, out of area, inappropriate verbalizations, noncompliance 6. Jar #2 - whole class or individual students 7. Jar #3 - names of students 8. Jar #4 - reinforcer/mystery motivator jar

***Jenson et al. Randomization and Group Contingencies to Reduce the Disruptive Behaviors of Adolescent Students in Sp Ed***

1. 5 high school students, inner city classroom, self-contained class 2. all severe ED 3. target behaviors compliance to teacher or aide's requests, no obscene words, touching or talking to other students; verbal put-downs 4. reinforcers - soda, bag of chips, candy bars, $2 towards Friday breakfast, one free detention class 5. conducted across two, 45 min time blocks 6. 3x5 card with class rules taped on each student's desk 7. at end of each period, teacher randomly chose from 2 jars: "criteria" and "reinforcers" 8. Criteria jar: randomized criteria on 9 pieces of paper, whole group, student with highest performance, student with lowest performance, average of all performances, single individual student (5 or fewer rule infractions) 9. Reinforcement jar: with reinforcers listed above

Gureasko-Moore et al: Self management of classroom preparedness and homework

1. Evaluate the effects of self-management procedures to enhance classroom preparation skills and homework completion behaviors of middle school students with attention deficit hyperactivity disorder. 2. Two multiple-baseline across-participants designs demonstrated that the implementation of the self-management strategies was successful in improving students' organizational skills related to classroom preparation and homework completion. 3. Measures of social validation indicated that following the implementation of the self-management intervention, the participants performed as well as their typical classmates with regard to classroom preparation and homework completion. 4. The self- management intervention incorporated self- monitoring and self-evaluation components. There were two primary steps taken to implement this intervention, including (a) student training of self-management skills and (b) monitoring the students' use of those skills. 5.Students were instructed in these skills during the training phase and implemented by the participants during the monitoring, fading, and maintenance phases of the intervention.

DuPaul et al. Child psychopharmacology; how school psychologists can contribute to effective outcomes

1. Given the potential impact that medication has on children's school performance, school psychologists should be involved in helping physicians and families make effective decisions by assisting with (a) diagnostic decision-making and determining the need for medicatlon; evaluating medication effects and determining optimal dosage; and (c) integrating medical, psychosocial, and educational interventions. 2. In order to adopt these roles, relevant training experiences need to be provided by grad- ate training programs and through post-graduate continuing education. The involvement of properly trained school professionals in pharmacotherapy can only enhance the positive outcomes that children experience from medication and combined treatment protocols.

Espelage et al. Research on school bullying and victimization

1. In a PsycINFO search of articles on bullying and victimization from 1980 to the present in School Psychology Review, only four articles that focused on bullying and victimization were found 2. Insight 1: Defining and Assessing Bullying and Peer Victimization are Complex Tasks 3. Insight 2: Bully-Victim Behaviors Fall Along a Continuum: Debunking the Dyadic Bias 4. Insight 3: Relational-aggression does not account for sex differences in aggression (males more outwardly aggressive; females are more sublety and covertly aggressive 5. Insight4: Need to View Bullying From a Social Ecological Perspective 6. School factors related to bullying include school climate and teacher attitudes 7. Research consistently suggests that bullying is a complex interaction that needs to be studied using multivariate methods. Developmental differences must be taken into ac-count as students progress through the school system.

Jimerson et al. A longitudinal study of grade retention

1. Most research examining the efficacy of early grade retention has been limited to outcomes during elementary school. A notable gap in the retention literature is the dearth of studies examining outcomes during late adolescence. 2. The results of this prospective longitudinal study include comparisons among four unique samples: (1) early grade retainees; (2) students retained in a transition classroom; (3) students recommended for transitional place- ment but promoted; and (4) regularly promoted students, through the elev- enth grade. 3. Results of this study failed to demonstrate the effectiveness of grade retention on academic achievemenL Moreover, analyses of behavior suggest that retained students display more aggression during adolescence. Furthermore, the group of students recommended for transitional placement, but promoted, were comparable to the control group on all achievement and behavior measures during high school.

Block et al. The real heroes: how a multimedia social skills program can benefit children on autism spectrum

1. Superhero social skills program; fast hands animation of Initiator,Interactor Girl, and Scooter the Robot. Initiator and Interactor Girl teach social skills to Scooter the Robot. 2. Self-management an effective tool for kids with ASD; program was created to provide accessible, evidence-based approach to social skills training 3. designed to be highly engaging for kids who have difficulty paying attention to standard curriculum. 4. targets 18 different target skills 5. kids self-report on progress from last session 6. kids earn "power charges" cards as they participate and display targeted skills. They watch digital comic books, read comic books, and practice skills through social games. 7. Rules introduced (1. get ready 2. follow directions 3. participate and 4. be cool). When students are caught following rules, names are written on a card to participate in a drawing later. Black hole cards put into collection when rules are violated, decreasing chances for a group reward. Superhero of the Day is chosen from collected cards; spins a spinner to determine the reinforcers the rest of the group receives. If blackhole card is pulled out, opportunity to discuss how well kids have been able to turn their behavior around. 8. Preliminary results demonstrate positive effects, with maintenance demonstrated two weeks after treatment ended.

DuPaul et al. The effects of social skills curricula; now you see them, now you don't

1. The combination of social skills training, and alteration of consequences in the natural environment led to the most significant maintenance effects. 2. generalization and maintenance are key factors in social skills training 3. least successful strategy for generalization was to intervene in a training setting and hope for transfer of skills to other environments 4. most significant maintenance effects came from combination of social skills training and alteration of consequences in the natural environment 5. generalization and maintenance techniques effects more readily obtained when training socially withdrawn children versus aggressive students. 6. environmental contingencies appear important role in generalization and maintenance of social behaviors. 7. Those social skills that combined acquiring specific social skills within a programmed environment demonstrated the most promising generalization and maintenance results 8. environmental variables appear to mediating role in success of social skills programs. 9. it's unclear whether the primary focus should be reprogramming the environment vs. specific skills training.

Lewis et al. Reducing problem behavior through a school-wide system of effective behavioral support

1. The purpose of this study was to explore the effects of a proactive school-wide discipline approach on the fre. quency of problem behavior exhibited by elementary students. 2. Specifìcally, the study was designed to explore the impact of a social skill instruction program combined with direct intervention on problem behavior across three specific school settings; cafeteria, recess, and a hallway transition. 3. Results indicate that educators reduced the rate of problem behavior across each targeted setting. 4. School staff formed an effective behavioral support (EBS) team that was responsible for development, training of other staff, and implementation of proactive school discipline policies and procedures. 5. If staff observed students engaging in targeted behaviors related to school rules, they gave students "chance tickets" and verbal praise. Students then placed their signed chance tickets into classroom boxes. Each month at an award assembly classroom teachers pulled a ticket from the box and the selected student could choose an award 6. students who maintained a high rate of compliance with school rules, 80% or better were designated as "self managers" and were allowed to access building privileges (e.g., leave for lunch early, use the restroom unsupervised, run teacher errands). 7. The present study extended the school-wide system by targeting the second level of effective behavior support, specific settings (i.e., recess, cafeteria, hallway transition). 8. Following the listing of problem behaviors, team members created a range of positive replacement behaviors for each problem behavior. Positive replacement behaviors were then grouped with the related school rules specific to each targeted setting (see Täble 2). Second, social skill lessons incorporating each of the positive examples for each school rule were developed for each setting. Finally, direct intervention strategies tailored to each setting were developed and implemented following social skill instruction. 9. Results indicated that the social skill instruction and direct intervention combination produced modest reductions in the overall level of problem behavior observed during lunch, recess, and transition. Data also indicate that the observed changes in behavior maintained up to three months.

Olympia et al. Using student managed interventions to increase homework completion and accuracy

1. There was substantial improvement in the amount of homewo¡k completed over baseline for a majority of the students, whereas the results for accuracy were mixed. 2. Students who participated in the self-management training made significant gains on standardized measures of academic achievement and curriculum-based measures of classroom performance. 3. Students who were allowed to select their own performance goals made superior improvements in the number of homework assignments returned compared to students who were given a specified goal by the classroom teacher 4. Homework completion was assessed by counting the number of days per condition that an æithmetic worksheet was rerurned by each subject to the teacher and expressing this number as a percentage. Homework completion was also cal- culated daily for the remaining dass members in a similar fashion. 5. Homework accuracy was assessed by counting the number of correct arithmetic problems completed by subjects each day a sheet was returned divided by 20 (the number of arithmetic problems as- signed) and multþlying this number by 100%. -A.ccuracy was also calculated daily for the entire class in a similar fashion. 6. During each treatment condition, four self-management operations (self-monitoring, self-instruction, self-evaluation, and self-reinforcement) were incorporated into three distinct team roles (coach, scorekeeper, and manager) 7. Random as- signment of team roles to each participant was initially made by the investþator. Each subject per- formed his or her assigned role for 3 days, after which time roles were reassigned, giving each sub- ject an opportunity to perform another team function. Roles were reassigned every 3 days thereafter. Duties for each role were posted in the training room for quick reference. 8. Team members were trained to follow a four- step structured meeting procedure daily. In Step 1, the coach (a) made verbal statements to the group to prompt and direct various team functions, (b) assembled the team and verbally reviewed the daily team goal, and (c) reviewed homework production strategies as needed. In Step 2, the scorekeeper (a) counted the number of assignments turned in and graded each assignment, (b) determined each team member's accuracy raring, and (c) completed a team scorecard. In Step 3, the manager (a) totaled the daily team score and declared a win or loss de- pending on whether the team matched or exceeded its daily goal, (b) posted a win sticker publicly on a league scoreboard when appropriate, and (c) pro- vided individual reinforcement to ream members if they met or exceeded their daily individual goals. Individual raffle tickets were distributed by the manager to ream members earning reinforcement. Tickets were placed in a raffle drum for twice weekly drawings. Finally, Step 4 involved the coach ver- bally prompting ream members to select a goal or reading the teacher-selected goal for the next home- work assignment. 9. Data found improvements in homework completion for majority; students allowed to select own goals made slightly better progress. Data on homework accuracy was variable and mixed. Students who participated in self-management training made significant gains on standardized measures of academic achievement. Students who participated in homework teams did fewer extra problems that classmates.

Counsel for Exceptional Children: CEC policy on inclusive schools and community settings

1. believes all children, youth, and young adults with disabilities are entitled to a free and appropriate education and/or services that lead to an adult life characterized by satisfying relations with others, independent living, productive engagement in the community, and participation in society at large. 2. to achieve this, there must be a large a rich variety of early interventions, and the concept of inclusion is a meaningful goal.

Kubiszyn et al. Pediatric psychopharmacology

1. call for school psychologists to act as "knowledge brokers" to assist decision-makers drugs, psycho-social, or combination treatments - school psychologists must stay informed on current trends and meds 2. prescribing psychotropic drugs to kids is a growing phenomenon - it has expanded more rapidly than current research

Webster-Stratton et al. Treating conduct problems and strengthening social and emotional competence: ***DINA DINOSAUR PROGRAM***

1. developing treatment strategies for reducíng conduct problems when aggression is in its more maleable form prior to age 8, and thus interrupting its progression, is of considerable benefit to families and society. 2. This article describes a treatment program Dina Dínosaur social, Emotional and problem solving child training program was designed specifically with developmentally appropriate teaching methodsfor young children (ages 4 to 8 years) and based on theory related to the types of social, emotional, and cognitive deficits or excess exhibited by children with conduct problems. The program emphasizes training children in skills such as emotional literacy, empathy or perspective taking friendship and communication skills, anger management interpersonal problem solving, school rules, and how to be successful at school. Emphasís is placed on ways to Promote cross-setting generalization of the behaviors that are taught by involving parents and teachers in the treatment. 3. first tasks of this treatment program that is somewhat different from other social skills programs is teaching compliance training procedures. Initial group sessions focus on the importance of group rules such as following directions, keeping hands to selves, raising a quiet hand, using a polite and friendly voice, and so forth. Rules are demonstrated, role played, and practiced with the children using life-sized puppets. Incentives ("dinosaur chips") are given to the children for following the rules. The children also learn that a time out is the consequence for hitting or hurting some- one else (two of the most important Dinosaur rules are "using words to express feelings" and "using gentle touch") 4. Therapists clearly describe the time out or calm down procedure for hitting, and the children watch a videotape scene of a child going to time out and staying calm. Next, the puppets are used to model all the steps involved in taking an appropriate time out and the children practice the steps- The children are coached to use positive self- statements while in time out and are taught to help their friends in time out by ignoring them until they return to the group. 5. includes How to Do Your Best in School (Apatosaurus and lguanodon Programs), Understanding and Detecting Feelings (Dina Tricerarops Program), Detective Wally Teaches Problem-Solving Steps (Stegosaurus Program), Detective Wally Teaches Problem-Solving Steps T-Rex Program for aggression, Molly Manners Teaches How to Be Friendly (Allosaurus and Brachiosaurus Programs)' 6. Children learn a seven-step problem- solving process: l- How am I feeling, and what is my problem? (define problem and feelings) 2. What is a solution? 3. What are some more solutions? brainstorm solutions) 4. What are the consequences? 5. What is the best solution? (Is the solution safe? fair? Does it lead to good feelings?) 6. Can I use my plan? 7- How did I do? (evaluate outcome and reinforce efforts) 7. We postulate that the efforts in the CT (child training) program to link the specific social skills deficits of each child to a particular intervention strategy and to share these strategies with parents and teachers paid important dividends.

Simonsen et al. Children and encopresis

1. diagnosis of encopresis not acceptable until after the age of 4 2. interventions range from simple reinforcement strategies to comprehensive programs involving conditioning and cathartics (?) 3. goal is to establish regular patterns of elimination 4. positive reinforcement techniques, aversion techniques, overcorrection procedures, comprehensive approaches

Cihak et al. Effects of class wide positive peer "Tootling" to reduce disruptive classroom behaviors

1. elementary students taught to report classmates positive behavior using tootling intervention 2. disruptive classroom behaviors were decreased 3. students used index cards to report positive behavior of peers , and put them in a clear plastic folder on teacher's desk. Poster at front of room reported total number of tootles for the day, and the total number required to meet goal. 4. when the goal was met as a class, the entire class received a pre-determined reinforce; if goal not met, the number of tootles was applied to the next day's goal. 5. continued until class disruptive behaviors decreased by 50%

Jimerson, et al. Meta-analysis of grade retention research

1. encourages abandonment of social promotion and grade retention in favor of more productive courses of action 2. The 20 studies yielded a total of 175 analyses exploring academic achievement out- comes of retained students relative to a com- parison group of promoted students 3. Of the 20 studies exploring the efficacy of grade retention published between 1990- 1999, the authors of four studies (20%) reached favorable conclusions regarding the effectiveness of grade retention (seeTable 1). In contrast, authors of the other 16 studies (80%) did not report favorable conclusions regarding the efficacy of grade retention. 4. Although some studies report results favoring retained students during the repeated year, initial gains often disappear and sometimes even reverse during later years when following the same sample 5. A recent review of the association between grade retention and dropping out of high school demonstrates that children retained during elementary school are at an increased risk of drop ping out of high school

Peterson et al. Children and shyness

1. excessive shyness reduces the amount and quality of child's social interactions 2. Mental health and school professionals should be sensitive to the need to assess the influence of shyness on children, and develop interventions to minimize negative effects 3. shyness has only recently begun to receive research attention 4. assessment of shyness should include an eval of the environments in which the shyness occurs 5. interventions include: contingency management procedures, modeling, cognitive behavioral techniques, structured activity approaches, and social skills training models

Arnold et al. First do no harm; adverse effects of grouping deviant youth for skills training

1. grouping deviant youth for treatment may produce harmful effects 2. strong association between adolescent's anti-social behavior, and that of their peers 3. Sometimes treatment programs exacerbate antisocial behavior and attitudes 4. St. Louis experiment: no decline in anti-social behavior of un-mixed group (only deviant kids) compared with 91.3% decrease in anti-social behavior in the mixed group (inclusion of pro-social kids). Mixing the groups didn't seem to have a negative impact on the pro-social kids 5. "we would like to add that bringing deviant children together for group interventions may make shopping for a deviant interpersonal envi-ronment much easier. In such groups, not only do we bring the mall to the child, but also, we put the child in his or her preferred specialty store. Group facilitators help members to join and to feel a sense of belonginess to the group. Members may then begin to identify with the delinquent interpersonal environment that the group offers.

Pray et al. Children and maladaptive habits

1. includes nail biting, thumb/finger sucking, hair pulling, self destructive oral habits, tics, teeth grinding (bruxism). 2. most effective treatment is habit reversal, which includes: a. inconvenience review b. awareness training c. habit promoting situations d. competing reaction e. corrective and preventative reaction f. associated behavior g. relaxation training h. social support I. practice j. records 3. maladaptive behaviors may cause significant physical and social problems, or be only minor irritations. 4. habit disorders cause damage to the body, requiring dental/doctor care 5. critical factor in determining interventions is children's motivation for treatment 6. charting habit behavior is crucial

Kratchowill et al. Children and fears and phobias

1. increased concern over how fears develop, and the relation between normal fears and the development of more severe fears, or phobias 2. Albert, and fear of white, furry things 3. treated with systematic desensitization, contingency management (positive reinforcement), modeling interventions, self-control methods 4 relatively few guidelines have been established for selecting an intervention program to work with kids experiencing fears, phobias and anxiety; take a developmental perspective when finding an intervention

Rhode et al. Getting tough kids back to general ed settings

1. many tough kids return from restrictive placements 2. most likely, he still has significant behavior deficits in social skills and ability to self-manage his behavior 3. tough kids often return to gen ed classrooms plagued by same academic deficits that have haunted them for years. 4. other serious adjustment problems can occur when the kid has been isolated from mainstream gen ed 5. another area of difficulty is the "fix it" mentality of general educators 6. working with a tough kid is a management issue Generalization Strategies 1. sequential modification 2. natural contingencies of reinforcement 3. sufficient number of teaching strategies 4. train loosely 5. use indiscriminable contingencies 6. programming common stimuli 7. teach required behaviors in the natural setting 8. self-management skills 9. lucky charms Guidelines 1. tough kid must be compliant and follow adult requests 80-85% of the time. 2. readiness factor is percentage of time tough kid is on task and working in the classroom 3. tough kid generalization model documents the progress the student has made in each of the 6 components of the model 10 Things Administrators Should Consider When Tough Kids Return to School 1. He's coming back 2. There's always another one 3. proactive approach to managing a tough kid is always better than a reactive approach 4. he's immune to punishment 5. supervision works 6. suspension is the worst strategy 7. tough kids have academic deficits 8. tough kids have social skills deficits 9. pick the right teacher 10. yes, you can work with the parents Components of the Tough Kid Generalization Model 1. special placement level system 2. common classroom stimuli assessment 3. meeting individual teacher's expectations 4. teacher pleaser social skills program 5. lucky charms 6. self-management skills Steps to the Tough Kid Generalization Model 1. establish a program level system 2. assess the common classroom stimuli 3. teach the Teacher Pleaser social skills along with skills needed to meet the expectations of the general education teacher 4. follow up with the tough kid is back in the new classroom Too often placements use the "train and hope" method: train tough kids in specialized settings, and hope they make it in an gen ed setting. Unless specific generalization strategies are an integral part of the new system, won't be successful successful placements are based on very careful planning, preparation and follow up. systematic generalization means newly trained or learned behaviors to new environments Lucky charms are carried back to gen ed classrooms to remind them of new behaviors they have learned Once back in gen ed setting, model emphasizes self-monitoring; includes a 6 week follow up period with visits from program staff planned generalization = success See more tough kid stuff in Dropbox

Shaffer et al. Children and masturbation

1. masturbation is not harmful, but if it is done excessively or compulsively, school psychologists should consider physical ailments or emotional disturbance 2. disabled have normal sexual needs and should be provided or permitted ways to satisfy them

Jenson et al. Children and thumbsucking

1. most common form of childhood habit disorder 2. major issues are dental and peer ridicule in most cases. Sever cases interfere with social adjustment and learning. 3. treatments include hypnosis, DRO (differential reinforcement) is most accepted. Response cost, time out, response blocking and overcorrection are also useful 4. bad tasting substances on thumb is only marginally effective 5. habit reversal is most effective; collection of several interventions

DeFranceso et al: Children and nailbiting

1. nail-biting can indicate underlying emotional problems 2. in order to determine treatment, child's background must be assessed, like family history and functioning, peer and other social relationships, academic functioning, medical history; this is done to assess stress, conflict or problems the child is experiencing. 3. only concern when the nailbiting becomes severe 4. caused by underlying tension and anxiety resulting from internal or external sources or stress 5. most effective intervention is combining behavioral techniques (habit reversal) with stress reducing interventions. Also reinforcement.

Menesses et al. Relative efficacy of reciprocal and nonreciprocal peer tutoring

1. reciprocal and non-reciprocal peer tutoring produced comparable gains in basic math facts 2. both types of tutoring produced larger academic gains than the waiting list control group demonstrating at-risk students can successfully tutor one another 3. consisted of one-way tutoring (one student was always the tutor, and one always the tutee (NPT), and RPT (reciprocal) in which students switched roles between tutorer and tutee in the same session 4. results indicated reciprocal students had slightly higher scores that one-way, but two groups being tutored did not differ significantly in academic gains. 5. All those participating in the either method of tutoring produced a significant increase in math performance.

Lynch et al. A comparison of group-oriented contingencies and randomized reinforcers to improve homework completion and accuracy for students with disabilities

1. results suggest that all group contingencies were effective in enhancing overall completion and accuracy 2. group contingencies classified as independent, interdependent or dependent. Independent: criteria, behaviors and rewards are same for entire group, but rewards contingent on individual performance. Interdependent: require class as a whole to meet a criterion for entire class to be rewarded. Dependent: behavior of entire class is rewarded based on performance of one or couple of students 3. Whole group had to meet certain homework completion criterion. Class averages had to meet or exceed the selected goal for group to earn reinforcement. Pulled student's name out of name jar; if selected student had individually met the criterion, the group got a reward. If the selected student did not individually perform, the entire group was not reinforced. Names were kept anonomous. 3. All three (independent, interdependent and dependent) group contingencies were successful in improving homework completion and accuracy rates

Briesch et al. Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors

1. self-management interventions are slightly more increased towards reliance on internal (student-managed) contingencies, adults continue to play a large role in the implementation. 2. self-management interventions include: personal goal setting, self monitoring, self-evaluation and recording, self-reinforcement and self-charting. Self monitoring (observing and recording one's own behavior) is the most popular. 3. clear recommendations about how interventions should be structured don't exist. 4. common theme in the literature: target behavior was both identified and defined by an adult; this behavior then observed and recorded by student.

Bowen Chapter 7; Interventions for Social Skills

1. social development linked to school success and long-term social acceptance and adjustment 2. when selecting an intervention, student's age and developmental level should be considered, as well as skills that will lead to increased acceptance by peers and adults Basic considerations for social skills intervention: 1. classroom climate encourages caring, respect, tolerance, and cooperation 2. select skills that will maximize student success and lad to increased peer acceptance 3. during instruction/practice, use relevant examples and situations that reflect what is actually occurring in classroom 4. provide sufficient supervised practice and homework 5. include student self-management or self-monitoring to enhance skill acquisition 6. ask other teachers, school personnel, and parents to support and reinforce the skill to enhance generalization Interventions: 1. Bibliotherapy - used to help student solve problems through reading and discussing stories or books in which the character experiences problems similar to those encountered in childhood. 2. Buddy Skills: involves buddy system; peers are trained to use buddy skills in a planned social interaction with students with social skills deficits 3. Cooperative Learning: students assigned to cooperative learning teams based on ability, random assignment, or grouping those that work well together. Heterogeneous learning groups provide opportunities for social interactions. Teacher instructs students in 3 or 4 target social communication skills to use 4. Fast and Slam: use of a mnemonic device o help students increase social problem-solving skills, and improve social interactions with peers F=freeze and think A=alternatives S=solution T=try it SLAM = strategy students can use to accept negative feedback or respond to negative comments S=stop L=look A=ask for clarification M=make and appropriate response 5. Good Friendship Game: class-wide game combines interdependent group reinforcement and public posting to help students identify and report peers' pro-social behaviors. 6. Positive Peer Reporting: involves use of structured peer praise to increase the positive social interaction of students with social sills or behavioral problems 7. Puppet Script Training: puppets enacting socio-dramatic scripts are used to teach social skills to young students. 8. Self-monitoring social skills: self-monitoring and performance feedback procedure to cue individual students to use their social skills in a recess setting 9. Stop and Think: metacognitive strategy used to help students learn social skills and use them in social interaction situations 10. The Talking Game: use of placemat pictures used to encourage social interaction skills at the lunch or snack table. 11. Teaching Recess: instructional strategy to teach recess routines and expectations to reduce behavioral incidences during recess 12. The Turtle Trick: self-management technique taught to young children to improve self-control and reduce aggressive behavior and to use as an alternative behavior for responding to teasing by tattling 13. Videotape Feedback: combines videotaping peer activity sessions, self-evaluation, and feedback and reinforcement to increase desirable peer interactions

Tough Kid Toolbox; Self Monitoring Programs

1. student observes and collects data on his or her own behavior 2. student given recording form and instructed to mark down each time that a pre-specified behavior occurs. This alone often changes how often the behavior occurs; disruptive behaviors decrease, and appropriate behaviors increase Steps: 1. Determine specific behavior student is to self=monitor 2. select appropriate recording form for student to use 3. define target behavior for student and include examples 4. define time period in which you want student to self-monitor behavior 5. give student the recording form for a trial run during the time period you want him to self-monitor 6. at end of recording period, have student write down actual number of target behavior occurrences on a summary sheet 7. self-monitoring will change a behavior only temporarily. to make it permanent, it helps to tie the self-monitoring program to some type of contingency (reward or privilege). Mystery motivators work well here. Should also lose something if the criteria are not met. **matching the student's self-monitored results with your recording of the behavior is an excellent way to improve the procedure and make the student more aware of the perception of others. **should include very specific behaviors that are beneficial to both teacher and student **improvements in behavior can be greatly enhanced when teams of students self-monitor their behavior

MacMillan et al. Full Inclusion: An empirical perspective

1. students with emotional and behavioral disorders are the most difficult to include. 2. Arguments for full inclusion, particularly as they apply to children with emotíonal and behavioral disorders suffer from: (a) the failure to specify what constitutes full inclusion, (b) the weakness of relying on anecdotal reports and single case studies Io validate the utility of full inclusion of all children wìth disabilities, and (c) the fact that the evídence that does exist fails to include children with emotional and behavioral disorders 3. Proponents of full inclusion suggest that all students with disabilities, regardless of the nature of their disability or individual differences among students with the same disability, will benefit from the same placement in age-appropriate regular classes. Such a recommendation derives from ideology, not from empirical evidence suggesting beneficiaI effects across children. 4. In truth, we do not know the extent to which full inclusion, however defined and operationalized, benefits students with disabilities. More- over, the possibility of negalive effects of inclusion on children with disabilitiess and/or their non-handicapped peers has received little or no attention by inclusionists.' Research addressing the nature and extent of negative effects of full inclusion is simply lacking at this time.

Merrell et al. How effective are school bullying intervention programs? A meta-analysis of intervention reserach

1. the authors found that the intervention studies produced meaningful and clinically important positive effects for about one-third of the variables. The majority of outcomes evidenced no meaningful change, positive or negative (16 studies, 1980 - 2004) 2. The authors conclude that school bullying interventions may produce modest positive outcomes, that they are more likely to influence knowl- edge, attitudes, and self-perceptions rather than actual bullying behaviors; 3. there is some evidence supporting the effectiveness of school bullying interventions in enhancing students social competence, self-esteem, and peer acceptance; in enhancing teachers knowledge of effective practices, feelings of efficacy regarding intervention skills, and actual behavior in responding to incidences of bullying at school; and, to a lesser extent, in reducing participation by students in bully and victim roles. 4. The tentative nature of our conclusions is because of the fact that the majority of average effects for the school bullying interventions across studies (17 of 28, approximately 60%) were too weak to be considered meaningful

Houts et al. Children and enuresis

1. the type of enuresis matters; children who have daytime wetting, and those whose wetting has resumed after a period of 2 months or more of consecutive dry nights may need extensive treatment. 2. all kids should be first referred to pediatricition for examination and urine analysis. 3. full spectrum home training is the treatment of choice. 4. self-help book for parents - if they follow exactly, and have patience, they can have success. weekly consultation may or may not be needed, depending on the family. 5. medication is not generally a permanent solution, but may be the best alternative for some kids, especially if bed wetting has become a major barrier to social development and self esteem, and whose families are unable to implement behavior therapy program. Tofranil and Ditropan. 6. Support and love of family is key. Family therapy may be in order to prepare family for behavioral intervention. 1. bell and pad training, 2. retention control training, 3. dry bed training, 4. full spectrum home training (includes bell and pad, cleanliness training, retention control and overlearning, plus additional features).Overlearning aspect key.

Shapiro et al. Facilitating the inclusion of students with EBD into Gen Ed Classrooms

1.emotional/behavioral disorders 2. 3-year project examining the impact of an experimental inservice program and consultation Processes in facilitating the inclusion of students with emotional or behavioral disorders (EBD) into general education settings 3. Results showed that immediate ímplementatíon of the consultation process was needed for districts to implement learned interventions effectively. 4. All teams attended 2 day inservice program that was developed by and held at Centennial School 5. During the training, teams were instructed in four specific intervention strategies: self- management, social skills and problem- solving training, peer tutoring, and cooperative learning. 6. Each training day was divided into two parts; during the morning hours, the teams were assigned to classrooms where they actively participated and observed teachers implementing each of the four strategies. Teams then met with Centennial staff to dis- cuss and share teaching strategies. This offered the district teams opportunities to achieve a full understanding of the behavior and academic management of each classroom in which they had observed. During the second part of the day, dyadic instruction in the 4 interventions was provided by the principal investigator 7. Overall, the results of the project underscored the importance of consultation services as a staff development strategy for enhancing the effective inclusion of students with EBD in general education classrooms. 8. Even with the delivery of an intensive, experientially based in-service program to teach school personnel how to design and implement the intervention strategies, the vast majority of teams failed to put their self-selected strategies in place effectively 9. the delivery of an intensive, experientially based in-service program to teach school personnel how to design and implement the intervention strategies, the vast majority of teams failed to put their self-selected strategies in place effectively 10. Almost 70% of the students who had been targeted for intervention during the project maintained or increased the amount of time spent in general education settings. Of course, because a non-treatment comparison group was not available, the degree to which the outcomes for these students is due to their participation in this project alone is unknown.

Axelrod et al Self Management of on-task homework behavior

attention and behavior problems = difficulty finishing academic work. Measured self-management of homework done at home for 1 hour, at the dining room table. Rewarded with an incentive. Participants displayed sizable improvements with on-task behavior. Self management interventions can be used effectively with kids with attention and behavior problems. Increased on task behavior also coincided with increased submission of homework assignments on time. * Used home - school communication notes with accounts of students behavior and performance. *Homework time at home was after the student arrived back home, and before dinner.