Positive Behavior Interventions
Volume 13, Number 1, January 2011
TABLE OF CONTENTS AND ABSTRACTS
Reexamining the Relationship Between Academic Achievement and Social Behavior
Bob Algozzine, Chuang Wang, and Amy S. Violette
Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep interest in the connection alive. This article briefly reviews the background for original and continuing focus on behavior and achievement and sets the context for it by looking over some of the work that has been done. It also provides an empirical analysis with outcomes that are contrary to most of those previously reported. It presents findings as a base for directing attention to a fundamental goal of positive behavior interventions and supports (i.e., teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school).
Parents as Play Date Facilitators for Preschoolers With Autism
Stephanie Jull and Pat Mirenda
Teaching children with autism to interact with their typically developing peers can be a challenge. Previous research has documented that there are many effective ways to teach social interaction; however, interventions in this regard are usually implemented by professionals.The purpose of this study was to assess the effectiveness of parent-implemented contextually supported play dates. Two parents were taught to design cooperative play arrangements to facilitate social interactions between their children with autism and typically developing peers in their homes. Two independent reversal designs were used to demonstrate functional relationships between parent-implemented, contextually supported play dates and an increase in synchronous reciprocal interactions for both participants. Social validity, both immediately after the intervention and 1 year later, was also high for both parents; however, there was no consistent impact on participant, confederate, or parent affect during the study. The results are discussed with reference to previous research, future directions, limitations, and implications for practice.
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design
Brandi Simonsen, Diane Myers, and Donald E. Briere III
Students who continue to demonstrate at-risk behaviors after a school implements schoolwide primary (Tier 1) interventions require targeted-group secondary (Tier 2) interventions. This study was conducted to compare the effectiveness of a targeted-group behavioral check-in/check-out (CICO) intervention with the school’s standard practice (SP) with respect to decreasing students’ off-task and other problem behavior. Researchers used a pretest—posttest control group design with random assignment to compare the two interventions (CICO and SP). Statistically significant differences were detected for systematic direct observation data of classroom behavior; however, statistically significant differences were not demonstrated for rating scale data. Limitations and implications are discussed.
Social Skills Interventions for Children With High-Functioning Autism Spectrum Disorders
While the number of children diagnosed with high-functioning autistism spectrum disorders (HFASD) continues to rise, the number of research-based methods to meet the needs of this population lags behind. Social dysfunction is perhaps the most pervasive and debilitating deficit for those diagnosed with HFASD. This article presents a narrative review of representative research conducted since the year 2000 concerning social skills interventions for school-aged children and adolescents with HFASD and presents conclusions based on the studies reviewed.