The Effects of Coping-Modelling Problem Solving and Contingency Management Procedures on the Positive and Negative Interactions of Learning Disabled and Attention Deficit Disordered Children with an Autistic Peer

Two learning disabled and two learning-disabled attention deficit hyperactivity disordered boys participated in-group problem solving sessions to improve interactions with the attitudes toward a socially rejected autistic classmate. In class positive interactions and negative interactions served as individual baselines within a multiple baseline design with replications across the four students. Problem solving sessions increased positive …