l did not make suggestions for either end of the extreme. As a teacher I feel I will spend more time trying to determine what environment would be best for the child. “The effects of social skill interaction and self monitoring on game-related behavior of Emotional or Behavioral Disorders.” was the third article I read. This article was written by two teachers from Ohio. Rhonda Moore and Kelly Hickaman. This article discusses how the authors taught three ninth grade students appropriate behavior for winning and losing when playing games. The teachers used a skills training model which shows appropriate behavior for social, rehearsal, and transfer skills. With training, the students improved in their social relations with others. Also greater overall improvements in the classroom settings were viewed during normal student interaction. This experiment also used self-monitoring to control behavior.It was interesting to read that the effects of the self-monitoring were not easily determined since the students already showed some form of self-monitoring without being instructed. This shows me that there is a possibility that the students want to improve their behavior, but do not always know how.The last two articles dealt with “Parental Perspective on comprehensive services for children and youth with EBD.” And “Teachers’ perceptions of Educational placement decisions for pupil with EBD.” Both of these articles discussed how much teachers and parents were involved in the decision making process of placement for their student or children. In all reality neither got much say in the final actions taken by the schools or government. Only twenty five percent of regular classroom teachers attended the meeting of the local education agencies (LEA). The article addressed how teachers viewed the different placement options, their participation in these decisions, and how the decisions for pla...
