Helen Cannella

Evaluation of video Feedback and Self-Management to Decrease Schoolyard Aggression and Increase pro-Social Behaviour in Two Students with Behavioural Disorders

Deficiencies in social competence constitute a significant problem for aggressive children. As a result, these children often experience difficulty interacting with peers in socially acceptable ways. Such problems are particularly exacerbated in the schoolyard, where rules are less defined and low levels of supervision prevail. The present study aimed to address this problem by evaluating the effectiveness of video‐feedback and self‐management interventions on the aggressive and pro‐social behaviour of two primary school children, in a schoolyard context. A multiple baseline design across participants, with a reversal embedded for the second participant, was used to evaluate the effects of the interventions. Positive outcomes were achieved for both students. The study suggests that video feedback and self‐management interventions may be a viable option for enhancing the social interaction of aggressive children in the schoolyard. The findings are discussed in the context of previous research and specific directions for further research.

Effects of embedded instruction versus discrete‐trial training on self‐injury, correct responding, and mood in a child with autism

Abstract Background Embedded instruction and discrete‐trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete‐trial training for a 12‐year‐old boy with autism. Method An initial functional analysis indicated that the boys self‐injury was maintained by escape from task demands. Instructional sessions to teach adaptive behaviours were conducted under two conditions: (i) during embedded instruction, learning trials were inserted into ongoing activities at a rate of approximately 1.5 per minute; (ii) during discrete‐trial training, instructional opportunities were incorporated into structured sessions at a rate of 4 per minute. In both conditions, the system of least prompts was used to teach relevant target responses. Effects of the two teaching formats were evaluated using an ABABA design. Results Higher rates of self‐injury and fewer correct responses occurred during discrete‐trial training. Mood ratings were also lower during discrete‐trial training. Conclusions The results suggest that self‐injury, correct responding, and mood may be sensitive to the type of instructional format. Although discrete‐trial training can be highly effective, it may be preferable to start with embedded instruction when the child presents with self‐injurious escape behaviour.