Lea A. Theodore

Randomization of Group Contingencies and Reinforcers to Reduce Classroom Disruptive Behavior

Abstract The present study employed an ABAB design to investigate the effect of randomizing both contingencies for reinforcement and reinforcers to decrease classroom disruptive behavior in 5 adolescent students with serious emotional disorder. With the introduction of the intervention, it was found that the percentage of observed intervals of disruptive behaviors decreased immediately and dramatically in all students. The effect sizes for the 5 participants ranged from 2.6 to 5.2.

A Multi-Component intervention designed to reduce disruptive classroom behavior

The intent of this article was to present an on-going line of research that has focused on the design of an effective, easily implemented, economical, and parsimonious treatment for disruptive classroom behavior in both general and special education students. This multi- component treatment has evolved to include mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules, and teacher movement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and students. Further, due to the substantial treatment effect, ease of implementation, and relatively low investment of teacher time, the multi-component intervention became a consistent choice by the teachers for classroom management.

Contemporary Review of Group-Oriented Contingencies for Disruptive Behavior.

ABSTRACT This review clarifies the vaguely defined and perplexing terminology that historically has been used in the descriptions of group contingencies. Group contingencies are reviewed and categorized as independent, interdependent, and dependent based on the seminal work of Litow and Pumroy. Further, group contingencies, based on these categorizations, are discussed in terms of their effectiveness and advantages over behavioral interventions designed for individual students.

School Psychology in Greece: A System of Change.

This article reviews the origin and growth of school psychol ogy in Greece, including the socio-cultural barriers inhibiting its devel opment and events facilitating its progress in the twentieth century and into the new millennium. The need for school psychologists has been fueled by the increasing demand to provide support to children with special educational, social and emotional needs for which teachers have traditionally viewed themselves solely responsible. With these growing demands came the introduction of laws that have broadened the role and emphasized the importance of educational services and have profoundly influenced the development of special education. One such law has called for the mainstreaming of students with special needs. Also discussed in this article are the current diversified role of school psychologists, the present status of special education and the services rendered to children with mental retardation, learning disabilities and serious emotional disturbance. Finally, the influence of American school psychology on the development of Greek school psychology is discussed relative to possible outcomes.

Students with Cancer: Presenting Issues and Effective Solutions.

Practitioners working with children diagnosed with cancer in the school environment must consider several facets in order to effectively work with the child and family. The remission rate for children with cancer is relatively high, so one must consider whether the child is anticipating treatment, actively in treatment, or posttreatment when one thinks about the potential stressors and cognitive impacts of cancer on the childs education. This article focuses on facts associated with childhood cancer that are relevant to school-based practitioners, common stressors for children and adolescents with a personal cancer diagnosis in their lives, research-based interventions, and accommodations and modifications to consider.

School-Based Intervention for Social Skills in Children from Divorced Families.

Divorce is an increasingly prevalent occurrence in society that has the potential to result in many adverse short- and long-term consequences for children and their parents. Social skills, such as those with peers, are one of the problems that may emerge for children of divorce. Despite this growing problem, there is a paucity of research available to effectively address the social skills needed to build and maintain positive peer interactions and subsequent relationships in students whose parents are no longer married. It was hypothesized that a social skills training program would be effective in remediating social skill deficits related to building relationships with peers in students from divorced families. The purpose of this study was to employ COPE, a school-based social skills program, to examine the effect on social skills in elementary students whose parents are divorced. Results of the social skills intervention indicated that the treatment was effective for most participants, but generalization of the COPE program had mixed results.