IMPROVING THE PEER INTERACTIONS OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL-DISORDERS THROUGH SELF-EVALUATION PROCEDURES - A COMPONENT ANALYSIS AND GROUP APPLICATION

We conducted two experiments examining the effects of a self-evaluatio n package on the peer interactions of students described as emotionall y or behaviorally disordered. Experiment 1 assessed the additive effec ts of various components of a self-evaluation package on the frequency of inappropriate and appropriate peer interactions. The components as sessed were rewards alone, rewards plus discussion, and self-evaluatio n plus rewards. Results showed limited effectiveness when rewards alon e and rewards plus discussion were implemented. However, substantial i mprovements in peer interactions were observed when the self-evaluatio n component was added. Experiment 2 examined the efficacy and feasibil ity of the procedures when implemented in a group setting. Students in three classrooms served as participants. Direct observation data coll ected for 8 of the participants showed the procedures to be effective in improving peer interactions when implemented in a group context.