Controlling Severe Maladaptive Behaviors

Stainback, William; Stainback, Susan; Dedrick, Charles

doi:10.1177/019874297900400210

Cited by 11 publications

(12 citation statements)

References 46 publications

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“…However, it should be noted that many low-functioning students lack adequate imitative skills (Stainback & Stainback, 1980); thus it may be necessary, prior to or when employing nonhandicapped peer modeling procedures, to teach generalized im itative skills to some severely handicapped students.…”

Section: Peer Modelingmentioning

confidence: 99%

Nonhandicapped Peer Involvement in the Education of Severely Handicapped Students

Stainback

Hatcher

1983

Research and Practice for Persons with Severe Disabilities

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Section: Peer Modelingmentioning

confidence: 99%

Nonhandicapped Peer Involvement in the Education of Severely Handicapped Students

Stainback

Hatcher

1983

Research and Practice for Persons with Severe Disabilities

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“…There are significant differences of opinion in our profession regarding the choice of behavior-management philosophies and the techniques used to decrease the occurrence of the more severely inappropriate behaviors (Stainback & Stainback, 1980;Braaten, Simpson, Rosell, & Reilly, 1988). In physical education, time-out is one of the most frequently used of such behaviorist techniques (Dunn, 1997;Loovis, 1995: Sherrill, 1998.…”

mentioning

confidence: 99%

Time-Out and Overcorrection: A Comparison of Their Application in Physical Education

Henderson

French²,

Fritsch

et al. 2000

Journal of Physical Education, Recreation & Dance

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“…The argument that placement in regular classes provides effective models of desirable conduct has been extended to students with all types and degrees of disability. Stainback and Stainback (1980) concluded in their work on educating children with severely maladaptive behavior that "the arguments regarding the placement of labeled children in normal settings apply when discussing children who exhibit severe as well as mild exceptional characteristics" (p. 62).…”

mentioning

confidence: 99%

How does Observational Learning affect the Behavior of Students with Emotional or Behavioral Disorders? A Review of Research

Hallenbeck

Kauffman

1995

J Spec Educ

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An hypothesis supporting placement of students with emotional or behavioral disorders in regular classes and schools is that they will imitate the appropriate behavior of nondisabled peer models. We discuss findings of research on observational learning, including research regarding model characteristics and the observers' responses, vicarious reinforcement as implicit punishment, direction and duration of vicarious effects, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. We conclude that placement in regular classes is not sufficient to ensure the imitation of appropriate peer models, that imitation of appropriate behavioral models is possible in special classes and schools, and that substantial changes in regular classes would be required to induce the desired imitation of nondisabled peers. Special education reformers suggest that all students with disabilities-including those with emotional or behavioral disorders-should be placed in their neighborhood schools and in regular classes(e.g., Gartner 8c Lipsky, 1989; Laski, 1991; S. Stainback & W. Stainback, 1980; W. Stainback & S. Stainback, 1991). Others have argued that regular class placement creates particular problems for many students with emotional or behavioral disorders and is neither always feasible nor always desirable (e.g., Braaten, Kauffman, Braaten, Polsgrove, 8c Nelson, 1988; Kauffman, 1993c; Kauffman, Lloyd, Baker, 8c Riedel, in press; Walker 8c Bullis, 1991). Research to date on the effects of placement has been inadequate and has yielded ambiguous findings along many dimensions (Martin, Hallenbeck, Kauffman, 8c Lloyd, 1995) or has suggested that including students with emotional or behavioral disorders in regular classes for purposes of improving their social skills or status is particularly difficult and not always successful (Clarke, O c 70 z > CD no m Q > im O c n o z < o rto ^O Z O ^£5 (continued) H X m o c 70 -o m n > rm D C n O z < O z o

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Controlling Severe Maladaptive Behaviors

Abstract: Applied behavior analysis procedures for controlling severe forms of maladaptive behavior are reviewed. Considerations for use of these procedures in classroom environments are discussed. In addition, the authors outline why teachers may find some procedures more effective than others.

Cited by 11 publications

References 46 publications

Nonhandicapped Peer Involvement in the Education of Severely Handicapped Students

Nonhandicapped Peer Involvement in the Education of Severely Handicapped Students

Time-Out and Overcorrection: A Comparison of Their Application in Physical Education

How does Observational Learning affect the Behavior of Students with Emotional or Behavioral Disorders? A Review of Research

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