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

Abstract

We conducted two experiments examining the effects of a self‐evaluation package on the peer interactions of students described as emotionally or behaviorally disordered. Experiment 1 assessed the additive effects of various components of a self‐evaluation package on the frequency of inappropriate and appropriate peer interactions. The components assessed were rewards alone, rewards plus discussion, and self‐evaluation plus rewards. Results showed limited effectiveness when rewards alone and rewards plus discussion were implemented. However, substantial improvements in peer interactions were observed when the self‐evaluation component was added. Experiment 2 examined the efficacy and feasibility of the procedures when implemented in a group setting. Students in three classrooms served as participants. Direct observation data collected for 8 of the participants showed the procedures to be effective in improving peer interactions when implemented in a group context.