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Classroom Performance of Students with Serious Emotional Disturbance

A Comparative Study of Evaluation Methods for Behavior Management

KATHLEEN MCQUILLAN, EdS, is a school psychologist at Centennial School of Lehigh University in Bethlehem, PA, and is currently working on her doctorate in school psychology. Her interests include interventions for students with challenging behavior and functional assessment. Address: Kathleen McQuillan, Centennial School of Lehigh University, 2196 Avenue C, Bethlehem, PA 18017.

George J. DuPaul

GEORGE J. DUPAUL, PhD, is an associate professor in the School Psychology Program at Lehigh University. He has extensive experience providing clinical services to children with attention-deficit/hyperactivity disorder (ADHD) and their families, as well as consulting with a variety of school districts regarding the management of students with ADHD. Currently, he is investigating the use of peer-mediated and self-management interventions for ADHD in school settings.

Edward S. Shapiro

EDWARD S. SHAPIRO, PhD, is a professor and coordinator for the School Psychology Program at Lehigh University. His research interests include curriculum-based assessment, interventions for inclusion of students with SED in general education classrooms, and behavioral assessment.

Christine L. Cole

CHRISTINE L. COLE, PhD, is an associate professor in the School Psychology Program at Lehigh University. Her research interests include self-management and other coping skills interventions for children and adolescents with severe behavior problems.

The treatment effects of three types of behavior management evaluation methods—teacher evaluation, self-evaluation, and group evaluation—were investigated. Effects on both the academic and behavioral performance of students with serious emotional disturbance (SED) were examined using an alternating treatments design. Results differentiated among the three methods, indicating significantly improved academic performance when either the self- or group evaluation procedures were implemented. It could therefore be stated that students with SED can benefit from learning skills for managing their own behavior. Time spent actively engaged was found to be variable among treatments but to become consistent only during the optimal treatment phase (i.e., self-evaluation). Teacher acceptability data supported the use of all procedures although the data favored self-evaluation. The results of this initial comparative outcome study support the continued use of self- and group evaluation behavior management procedures for students with SED.

Journal of Emotional and Behavioral Disorders, Vol. 4, No. 3, 162-170 (1996)
DOI: 10.1177/106342669600400303


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