The study investigated the relationship between setting events and the performance of aggressive behaviors by two junior high school special education students in three public school settings. The analysis of setting events revealed that aggressive behaviors followed interactions in which the students initiated greetings or made requests of peers and the peers ignored the greetings, denied the requests, or made a derogatory comment to the students. Videotaped exemplars of social situations were used to model, rehearse, and provide directed feedback of appropriate alternatives to aggressive behaviors. The results indicated that the intervention was effective in reducing the level of aggressive behavior and in improving the willingness of peers to interact with the students.
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