The purpose of this study was to determine if there was a functional relation between the Cognitive-Behavioral Therapy-Based intervention curriculum, Tools for Getting Along (Smith & Daunic, 2012), and Externalizing Behaviors exhibited by students with EBD served in special education. Four students, nominated by their teacher and principal and receiving services in special education for behavioral goals addressing Externalizing Behaviors, participated in this single-subject, multiple-baseline study.
Data collected to answer the research question were Systematic Direct Observations, Direct Behavior Ratings, The Strengths and Difficulties Questionnaire (Goodman, 1997), and the Social Problem-Solving Inventory-Revised (D’Zurilla et al. 2002). Participants began receiving Tools for Getting Along instruction in staggered intervals based on their baseline SDO, DBR, and consulting with their special education teacher. The SDQ and SPSI-R:S were administered pre- and post-intervention. Data indicated that although two students showed some improvements on DBR, there was not a functional relation between TFGA and Externalizing Behaviors. However, SDQ and SPSI-R:S sub-scale data did indicate some individual improvements. In addition to individual participant improvements, a number of implications for future research were noted from social validity data completed by the special education teacher, treatment fidelity observations, and in order to address the limitations of the study.