Functional Assessment for Academic Instruction for a Student With Emotional and Behavioral Disorders: A Case Study

1998 ◽  
Vol 43 (1) ◽  
pp. 19-23 ◽  
Author(s):  
Kristine Jolivette ◽  
Kelley A. Lassman ◽  
Joseph H. Wehby
Keyword(s):  
Behavioral Disorders ◽  
Functional Assessment ◽  
Emotional And Behavioral Disorders ◽  
Academic Instruction

The Effects of Writing Choice Prompt on the Written Narratives of Students With Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design

2017 ◽  
Vol 42 (4) ◽  
pp. 185-195 ◽  
Author(s):  
Robin Parks Ennis ◽  
Kristine Jolivette ◽  
Mickey Losinski
Keyword(s):  
Behavioral Disorders ◽  
Single Case ◽  
Emotional And Behavioral Disorders ◽  
Single Case Design ◽  
Written Narratives ◽  
Choice Making ◽  
Single Case Research ◽  
Writing Prompt ◽  
Story Elements

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.

scholarly journals Gambaran Kebutuhan Psikologis pada Anak dengan Gangguan Emosi dan Perilaku (Tinjauan Kualitatif dengan Art Therapy sebagai Metode Penggalian Data)

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
A.A.Ayu Wulan Dwi Anggaswari ◽  
I Gusti Ayu Putu Wulan Budisetyani
Keyword(s):  
Art Therapy ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Sampling Technique ◽  
Psychological Needs ◽  
Psychological Characteristics ◽  
Case Study Approach ◽  
Adjustment Problems ◽  
Study Approach

In the process of child development, Children have needs and it’s has to be filled. One of these needs called psychological needs. Psychological needs are a very important role which can give an impact to the growth and development of physical, cognitive, and socio-emotional. When children are not able to obtain their needs, it would cause adjustment problems and one of the problems is emotional and behavioral disorders. There are so many way to detect children with emotional and behavioral disorders, one of these is art therapy. Art therapy can be used as a communication media for children with emotional and behavioral disorders which have difficulty to express or recognize emotions. The purpose of this study is for knowing the psychological needs of children with emotional and behavioral disorders through interview and observation with art therapy.This qualitative study uses a case study approach. The sampling technique of the study was purposive sampling. Subject in this study was a 12-year-old girl with emotional and behavioral disorders. The data was collected with observation, filed note and interview by using art therapy as a media. The collected data are analyzed according to Cresswell’s theory (2007).Based on the results of data analysis, it was found that there are 23 categories which can be classified into three patterns. These patterns are 1. the causes of children with emotional and behavioral disorders; 2. psychological characteristics; and 3. the psychological needs of children with emotional and behavioral disorders.Keywords: Art therapy, Psychological needs, Child, Emotional and Behavioral Disorders

Students With Emotional and Behavioral Disorders as Tutors

2021 ◽  
pp. 105345122110249
Author(s):  
Gavin W. Watts ◽  
Joel C. Kerr
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Educator ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Tutoring Programs ◽  
Lead Article ◽  
Effective Planning ◽  
Students With Ebd

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.

Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings

2000 ◽  
Vol 25 (3) ◽  
pp. 196-210 ◽  
Author(s):  
Kelly Heckaman ◽  
Maureen Conroy ◽  
James Fox ◽  
Andrea Chait
Keyword(s):  
At Risk ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Assessment ◽  
Emotional And Behavioral Disorders ◽  
Research Literature ◽  
Intervention Research ◽  
School Settings ◽  
Procedural Integrity ◽  
Key Issues

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.

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