Modifying Socially Withdrawn Behavior: A Playground Intervention for Students with Internalizing Behaviors
Saved in:
| Title: | Modifying Socially Withdrawn Behavior: A Playground Intervention for Students with Internalizing Behaviors |
|---|---|
| Language: | English |
| Authors: | Marchant, Michelle R., Solano, Brock R., Fisher, Adam K. |
| Source: | Psychology in the Schools. Oct 2007 44(8):779-794. |
| Availability: | John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 16 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Intervention, Behavior Problems, Self Control, Positive Reinforcement, Elementary School Students, Program Effectiveness, Recess Breaks, Peer Relationship, Play, Interpersonal Relationship, Interaction, Withdrawal (Psychology), Playgrounds, Interpersonal Competence |
| DOI: | 10.1002/pits.20265 |
| ISSN: | 0033-3085 |
| Abstract: | There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self-management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground--during recess--by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. (Contains 1 table and 1 figure.) |
| Abstractor: | Author |
| Number of References: | 52 |
| Entry Date: | 2007 |
| Accession Number: | EJ776675 |
| Database: | ERIC |
| Abstract: | There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self-management, and (c) a reinforcement system, was implemented to modify the socially withdrawn behavior of 3 elementary students. The effects of this treatment package were evaluated on the school playground--during recess--by recording both the number of communicative acts and the total time spent engaged in appropriate peer play for each target student. All target students showed marked improvement in their playground, social interaction. Future research should be conducted with similar populations, using variations of the described methods in other school settings. (Contains 1 table and 1 figure.) |
|---|---|
| ISSN: | 0033-3085 |
| DOI: | 10.1002/pits.20265 |
