Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
The Journal of Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hallenbeck, B. A.
Right arrow Articles by Kauffman, J. M.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Hallenbeck, B. A.
Right arrow Articles by Kauffman, J. M.
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

How does Observational Learning affect the Behavior of Students with Emotional or Behavioral Disorders? A Review of Research

Betty A. Hallenbeck

University of Virginia

James M. Kauffman

University of Virginia

An hypothesis supporting placement of students with emotional or behavioral disorders in regular classes and schools is that they will imitate the appropriate behavior of nondisabled peer models. We discuss findings of research on observational learning, including research regarding model characteristics and the observers' responses, vicarious reinforcement as implicit punishment, direction and duration of vicarious effects, vicarious effects on students with problem behavior, observers' other characteristics and vicarious effects, and aggression and vicarious processes. We conclude that placement in regular classes is not sufficient to ensure the imitation of appropriate peer models, that imitation of appropriate behavioral models is possible in special classes and schools, and that substantial changes in regular classes would be required to induce the desired imitation of non-disabled peers.

The Journal of Special Education, Vol. 29, No. 1, 45-71 (1995)
DOI: 10.1177/002246699502900103
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?