Setting Events and Behavioral Disorders of Children and Youth: An Interbehavioral Field Analysis for Research and Practice

CLASSROOM TEACHERS ENCOUN-ter a wide array of student be-havioral problems, including "internalizing " behaviors (e.g., social withdrawal, depression) as well as the more obvious "externalizing " behav-iors (e.g., hyperactivity, distractibility, opposition-defiance, aggression; Kauff-man, 1993). Although a number of theo-retical models have attempted to account for such behaviors, the social learning model has proven especially productive, helping to translate prin-ciples of learning into classroom-based procedures for reducing unacceptable behavior and teaching more adaptive replacement skills (Kerr & Nelson, 1989; Sulzer-Azaroff & Mayer, 1991) for students with mild to severe behav-ior problems. These interventions have been further refined into comprehen-sive curricula and successfully applied by teachers under natural classroom conditions across the range of stu-dents—preschool, elementary, and sec