Abstract
This study investigated the effect of Assertive Discipline procedures over an entire school year on three types of disruptive behaviors with two 5-year old preschool children, John and Steven, who were diagnosed with developmental delays and had histories of behavior problems, and their respective classmates. John was instructed in a segregated classroom with his peers who also had handicaps while Steven was taught in an integrated program with typical children. The principal results indicated that Assertive Discipline was effective with both groups of children as well as with John and Steven. However, individual positive contingencies had to be made available on a temporary basis to both boys before substantial behavior change was evidenced. In addition, differential effects of Assertive Discipline across the types of disruptive behavior were verified. Implications for the inclusion in regular education programs of children with developmental delays and concomitant problem behavior were also addressed.
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