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  • Title: Improving the peer interactions of students with emotional and behavioral disorders through self-evaluation procedures: a component analysis and group application.
    Author: Kern L, Wacker DP, Mace FC, Falk GD, Dunlap G, Kromrey JD.
    Journal: J Appl Behav Anal; 1995; 28(1):47-59. PubMed ID: 7706150.
    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.
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