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.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-8334 |
| Date | 01 May 1981 |
| Creators | Rhode, Ginger |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact digitalcommons@usu.edu. |
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