Improving the Peer Interactions of Students With Emotional and Behavioral Disorders Through Self‐evaluation Procedures: A Component Analysis and Group Application

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.

Evaluation of video feedback and self‐management to decrease schoolyard aggression and increase pro‐social behaviour in two students with behavioural disorders

“…The results of this study corroborate previous findings revealing positive effects of video feedback and self-management procedures in effectively reducing aggressive behaviour while concurrently increasing or maintaining levels of pro-social behaviour (Embregts, 2000(Embregts, , 2002Falk, Dunlap, & Kern, 1996;Kern et al, 1995;Kern-Dunlap et al, 1992). This study also extends previous research in a number of ways.…”

“…No known previous research has investigated the effectiveness of using a video feedback and self-management package to improve peer interaction in such inclusive school settings. Previous research in this area has been confined to contrived settings in schools (for example, Falk et al, 1996;Kern et al, 1995).…”

A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

“…It is important that an intervention that effectively reduces or eliminates inappropriate interactions or behavior does not eliminate appropriate interactions. Previous research indicates that video feedback and self-monitoring can reduce inappropriate interactions while maintaining or increasing appropriate interactions (e.g., Kern-Dunlap et al 1992;Kern et al 1995). It is likely that the skill and ease of participants' appropriate interactions dictate whether they will readily replace inappropriate behavior, as the study by Apple et al (2005) suggests.…”

“…This technique involves videotaping individuals and having them review the videotape while self-evaluating the appropriateness of their behavior (e.g., Kern-Dunlap et al 1992;Kern et al 1995). An advantage of video feedback is that individuals can observe themselves on video in naturally occurring contexts.…”

The Effects of Video Self-Modeling on High School Students With Emotional and Behavioral Disturbances

“…The use of VSM as an intervention offers an array of benefits to teachers who work with students with EBD-specifically, the ease of video development, ease of implementation, and applicability to a wide range of behaviors (Clare et al, 2000;Kern et al, 1995;O'Reilly et al, 2005). The development of appropriate social and behavioral skills is pivotal to students' learning and development.…”