Social Behavior of Students Who Are Seriously Emotionally Disturbed: A Quantitative Analysis of Intervention Studies

Nirbhay N. Singh, Diane E.D. Deitz, Michael H. Epstein, Judy Singh

Research output: Contribution to journalArticlepeer-review

14 Scopus citations

Abstract

The social behavior of students who are seriously emotionally disturbed sets them apart from their normative classroom peers. This article provides a quantitative analysis of intervention studies dealing with the social behavior of seriously emotionally disturbed students. Social behavior was broadly defined as including social skills deficits, behavior under inadequate stimulus control, and inappropriate behavior in the classroom. Of the 28 studies located, 11 dealt with some aspect of social skills and 17 with inappropriate classroom behavior. Each study was analyzed with respect to (a) the age, gender, and classification of the subjects; (b) the setting, referral source, and therapist; (c) the dependent and independent variables; (d) type of evaluation design used; (e) reliability of the dependent and independent variable; (f) social validation; (g) programmed generalization, maintenance, and follow-up; (h) measurement of collateral behaviors; (i) functional analysis of the target behavior; and (j) efficacy rating of the results on a 3-point scale. The results are presented and discussed in terms of current status and implications for future research.

Original languageEnglish (US)
Pages (from-to)74-94
Number of pages21
JournalBehavior Modification
Volume15
Issue number1
DOIs
StatePublished - Jan 1991

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)

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