Abstract

This study examined the effects of instruction, delivered in a special education classroom, to improve classroom behaviors and support the emergence of social skills in an inclusive classroom for two fourth grade male students with behavioral concerns. The intervention consisted of peer mentoring, interactive social narratives, video modeling and technology-aided instruction. Effectiveness of the intervention was determined using multiple baseline design across three behaviors and analysis of student interviews and journals. Results indicate that classroom behaviors improved and students reported changes in themselves, increased motivation, and emerging friendships. Implications for using evidence-based practices to improve social functioning of students with behavioral difficulties in an action research study are presented.

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