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The Effects of Repeated Treatment on the Maintenance of Social Behavior.

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Bibliographic Details
Title: The Effects of Repeated Treatment on the Maintenance of Social Behavior.
Language: English
Authors: Paine, Stan C., Oregon Univ., Eugene. Center at Oregon for Research in the Behavioral Education of the Handicapped.
Peer Reviewed: N
Page Count: 146
Publication Date: 1978
Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Contract Number: G00770006
Report Number: CORBEH-38
Document Type: Reports - Research
Descriptors: Adjustment (to Environment), Elementary Education, Emotional Disturbances, Handicapped Children, Interpersonal Competence, Intervention, Mental Health, Recess Breaks, Research Projects, Social Behavior, Withdrawal (Psychology)
Geographic Terms: U.S.; Oregon
Abstract: A group of nine elementary school children, each referred originally by his/her teacher due to low levels of peer interaction in free-play situations at school, participated in a study designed to assess the effects of treatment "booster shots" on the maintenance of social behavior. Five of the children had been treated previously for social withdrawal; the other four had not. An intervention package, consisting of social skills tutoring and a recess-based point system, was alternated with treatment reversal periods to determine whether maintenance effects would accumulate with repeated exposure to treatment procedures. Observational data collected during playground recess periods showed that four of the five previously treated subjects were interacting within normative levels of social behavior following a series of three treatment "booster shots." Only one of the four previously untreated subjects showed evidence of a similar effect. Results indicate that a treatment "booster shot" strategy might provide an effective means of facilitating maintenance of interactive behavior for children previously treated for social withdrawal. (Author)
Journal Code: RIEAPR1979
Entry Date: 1979
Accession Number: ED162243
Database: ERIC
Description
Abstract:A group of nine elementary school children, each referred originally by his/her teacher due to low levels of peer interaction in free-play situations at school, participated in a study designed to assess the effects of treatment "booster shots" on the maintenance of social behavior. Five of the children had been treated previously for social withdrawal; the other four had not. An intervention package, consisting of social skills tutoring and a recess-based point system, was alternated with treatment reversal periods to determine whether maintenance effects would accumulate with repeated exposure to treatment procedures. Observational data collected during playground recess periods showed that four of the five previously treated subjects were interacting within normative levels of social behavior following a series of three treatment "booster shots." Only one of the four previously untreated subjects showed evidence of a similar effect. Results indicate that a treatment "booster shot" strategy might provide an effective means of facilitating maintenance of interactive behavior for children previously treated for social withdrawal. (Author)