Biomedical subjects

G D Falk

Publications and source records attributed to G D Falk.

2 recordsLinked to original sources

PubMed1995

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-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.

Affective Symptoms↗

PubMed1994

Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges.

We evaluated a process of descriptive assessment, functional assessment, and assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges, but who also exhibited above-average intelligence and communication skills. During a hypothesis-development phase, information was gathered from several sources including an interview that was conducted directly with the participant. Descriptive information collected during this phase produced five hypotheses about variables maintaining the problem behavior that were then tested experimentally in the classroom environment. The resulting functional assessment data supported the hypotheses. Intervention packages based on the hypotheses were implemented sequentially across English, spelling, and math classes. The interventions were successful in increasing on-task behavior, and the improvements were maintained for the remainder of the school year.

Affective Symptoms↗