This article discusses the use of a multiple element intervention program designed to the reduce negative behaviors of students in the classrooms.  The focus of the article is on one nine year old student who runs out of the classroom up to twenty-five times a day.  The multiple-element program included an individual assessment of the problem as well as individualized intervention strategies, including a DRO, a procedure that offers reinforcement for the positive behaviors that are exhibited and time oriented program that offers rewards for not displaying the target behavior, based on the child’s focus of interest, which in this case was playing with certain toys.
     Unfortunately, I found a number of problems with this article.  The writing, while it is very simple and easy to understand, does not seem to me to be on a professional level.  Somehow, either in the writing or in the editing, mistakes were made that make it difficult to understand the material presented, (especially in the last paragraph).  Similarly, the article does not explain who determined the strategies that were to be implemented to reduce the students' behavior problem.  Finally, the article states that research in this area is limited, "The present study may be two of the few studies to identify multiple-element intervention for challenging behaviors."  I find this very difficult to believe.  Challenging behaviors are a constant problem in special education, and it does not seem logical to me that this type of program has not been researched quite thoroughly.
     Although I have my reservations about this article, I did find that I was impressed with the results of the program designed for this child.  Obviously, after what is a relatively short time, the target behavior, running out of the classroom, was eliminated, while at the same time, the child learned new skills that will be beneficial to him.  Initially, when I first started reading the article, I wondered if this child had ADD or ADHD.  This was not addressed in the article, and because I am not fully aware of the components of these disorders, I cannot rule out this as being an element to his problem.  Yet, the individualized treatment was successful in eliminating this particular behavior problem.
     The article states that the parents also had a problem with this child at home.  I am curious whether the strategies used in school were also used in their home setting, thus reinforcing the program even more.  Whether or not the strategies were used at home, I would have been interested to find out the results.
     I also feel that some type of the follow up should be considered.  Certainly the program was successful, but it would be interesting to know if the success was permanent.  I know from experience as a teacher assistant that a student may do well for a short time with one teacher only to regress with another.  I wonder if this was true in this case.
     Finally, regarding the program itself, I can agree with the methods used and how they were implemented.  This was an individualized intervention program designed to focus on one specific child with one specific problem.  It does not appear to me that it is practical from one specific standpoint.  Economically, there is just not enough money in school budgets to employ a social worker to implement this type of program on an individual basis for every student with a problem.  Even if a social worker was available to do this, it is impractical time wise, because in a public school system there are too many students.  This happens in my school, and we have a smaller population than most schools.  We have three counselors and a social worker, but with recent budget cuts, we are in risk of losing someone.  Therefore, from this standpoint, it seems necessary that further research is needed so that this type of program can be implemented for individual students but perhaps on a more general level that would be less time consuming.
     Clearly there is room for improvement, both within the article itself, and regarding the intervention method described.  Clearly, this is a program that would be beneficial to teachers who have to deal with challenging behavior problems, both in public schools and special education.  I know that I will personally continue to review the subject to see what develops from this study.