Students who are removed from their regular classrooms for treatment in special education classrooms commonly exhibit positive behavior gains in those settings. Typically, however, the gains do not generalize and maintain when the students are returned to their regular classrooms. The present study initially provided six Behaviorally/Emotionally Handicapped elementary school students with a short-term resource room treatment to bring their behavior under the control of a combination of procedures emphasizing self-evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students accurately self-evaluated their own work and behavior, generalization and maintenance of behavior gains were sought in subjects' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual subjects' behavior throughout the study. Analysis of the results of the study indicated that once self-evaluation procedures were extended into subjects' regular classrooms, subjects transferred and maintained high levels of appropriate classroom behavior in those settings. For four of the six subjects, all extratraining components were faded from use. Only two subjects required a modified form of the original intervention to maintain behavior gains in their regular classrooms.

The purpose of the present study was to investigate whether a self-evaluation procedure paired with a token economy would be effective in reducing the off-task and talk-out behavior of behaviorally disordered and learning disabled high school students in a resource classroom. The study also examined the effects of the seIf-evaluation procedures when monitored by regular education peers on target students' behavior in their regular education English class. In addition to improving classroom behavior, another purpose of the study was to examine the effective ness of the self-evaluation procedures when paired with an academic goal-setting component on academic variables in both the resource and regular education classrooms. The results revealed that student behavior generally improved after self-evaluation procedures were taught in the resource room and that improved behavior generalized to the regular class once peers implemented the matching component of the self-management procedures. As a group, students' average rate of off-task behavior decreased 17% in the resource room and 35% in the regular class. Averages rates of talk-outs for the group were reduced by 6% in the resource room and 24% in the regular class. Gains in academic performance were observed in both the special and regular classrooms. An increase in the number of assignments completed was observed following the implementation of the self-management procedures across all subjects in the special education class, as was an increase in the overall percentage of those assignments that were correct. Similarly, the percent complete on assignments in the regular class increased on the average 20% while the percent correct increased 24% following the implementation of the matching procedures.

This study examines psychotherapy response in connection to treatment duration and maintenance of treatment gains. The dose-effect perspective (Howard et al. 1986) first proposed applying medical terminology to investigate a level of exposure to a dose of psychotherapy (in number of sessions) where individuals can expect to receive sufficient benefit (i.e., 48 -- 58% of clients can be expected to sufficiently benefit from therapy by 8 sessions). The proponents of the Good Enough Level (Barkham et at. 2006) argued that mere exposure to therapy is not an effective measure for client benefit, but rather that client responses to therapy vary. They contend that instead of recommendations for attending a certain number of sessions (dose-effect) that individuals who attend psychotherapy will discontinue attending therapy when they have obtained sufficient benefit (good enough level). Archival data of university students who previously attended individual therapy were obtained and subjects were contacted via email to take a survey and follow up measure of general well being. Those individuals who completed the Outcome Questionnaire-45 were selected for the study and their treatment response was analyzed in connection to treatment duration measured in number of sessions attended. 288 met criteria for the current study, consisting of 197 women and 91 men ranging in age from 17 to 52 (M= 21). Conclusions obtained from this study indicate that treatment duration is not a factor in subjects having positive outcomes to psychotherapy. Additionally, there was not a significant difference among subjects who were able to maintain treatment gains and the number of session attended in treatment. These results offer support for the Good Enough Level model of treatment response suggesting that individuals respond to therapy differently and discontinue when they have received sufficient benefit. Implications for these findings are discussed along with limitations of the current study.