Applying Response to Intervention Metrics in the Social Domain for Students at Risk of Developing Emotional or Behavioral Disorders

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.

Download Full-text

Efficacy of the social-emotional learning foundations curriculum for kindergarten and first grade students at risk for emotional and behavioral disorders

Journal of School Psychology ◽

10.1016/j.jsp.2021.03.004 ◽

2021 ◽

Vol 86 ◽

pp. 78-99

Author(s):

Ann P. Daunic ◽

Nancy L. Corbett ◽

Stephen W. Smith ◽

James Algina ◽

Daniel Poling ◽

...

Keyword(s):

At Risk ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Social Emotional Learning ◽

First Grade ◽

Emotional Learning ◽

Social Emotional ◽

Students At Risk ◽

The Social

Download Full-text

Early Identification, Prevention, and Early Intervention with Young Children at Risk for Emotional or Behavioral Disorders: Issues, Trends, and a Call for Action

Behavioral Disorders ◽

10.1177/019874290402900303 ◽

2004 ◽

Vol 29 (3) ◽

pp. 224-236 ◽

Cited By ~ 57

Author(s):

Maureen A. Conroy ◽

William H. Brown

Keyword(s):

At Risk ◽

Early Intervention ◽

Young Children ◽

Behavioral Disorders ◽

Early Identification ◽

Children At Risk ◽

Emotional Or Behavioral Disorders

Download Full-text

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

Advances in Medical Technologies and Clinical Practice - Recent Advances in Assistive Technologies to Support Children with Developmental Disorders ◽

10.4018/978-1-4666-8395-2.ch005 ◽

2015 ◽

pp. 114-127 ◽

Cited By ~ 2

Author(s):

Frank J. Sansosti ◽

Peña L. Bedesem

Keyword(s):

At Risk ◽

Mobile Devices ◽

Behavioral Disorders ◽

Service Providers ◽

Mobile Technologies ◽

Behavioral Difficulties ◽

Students At Risk ◽

School Based ◽

Present Complex ◽

Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

Download Full-text

The Use of Mobile Technologies for Students At-Risk or Identified with Behavioral Disorders within School-Based Contexts

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch044 ◽

2016 ◽

pp. 1034-1047

Author(s):

Frank J. Sansosti ◽

Peña L. Bedesem

Keyword(s):

At Risk ◽

Mobile Devices ◽

Behavioral Disorders ◽

Service Providers ◽

Mobile Technologies ◽

Behavioral Difficulties ◽

Students At Risk ◽

School Based ◽

Present Complex ◽

Improving Instruction

Students at-risk or identified with behavioral disorders often present complex challenges to educators. The purpose of this chapter is to: (a) highlight the benefits and challenges of using mobile technologies within school-based contexts; (b) provide a brief overview of the contemporary research regarding the use of mobile devices for improving the outcomes of students with behavioral disorders within schools; and (c) offer essential techniques, methods, and ideas for improving instruction and management for students with behavioral difficulties via mobile technologies. Taken together, the intent is to call attention to the evidence that supports the use of mobile technologies for students who are at-risk or identified with behavioral disorders in schools, raise awareness of those strategies that appear to be the most effective for such students and assist service providers in providing accountable education.

Download Full-text

Innovating the Check-In, Check-Out Intervention: A Process for Creating Adaptations

Intervention in School and Clinic ◽

10.1177/1053451219842206 ◽

2019 ◽

Vol 55 (3) ◽

pp. 169-177 ◽

Cited By ~ 2

Author(s):

Kaitlin Bundock ◽

Leanne S. Hawken ◽

Kristin Kladis ◽

Kimberli Breen

Keyword(s):

At Risk ◽

Behavior Problems ◽

Problem Behaviors ◽

Behavioral Disorders ◽

Internalizing Behavior ◽

Students At Risk ◽

Academic Difficulties ◽

Step Process ◽

Structured Means ◽

Support Students

Check-in, check-out (CICO), an intervention implemented with students at risk for behavioral disorders, addresses minor misbehaviors by providing students with a structured means of receiving positive adult attention. CICO reduces problem behaviors and improves appropriate behaviors of students with and without behavioral disorders. Research indicates CICO may be adapted to target a range of behaviors. This article presents a six-step process for adapting CICO and applies this process to demonstrate how the intervention can be adapted to support students with academic difficulties, internalizing behavior problems, and more severe behavior problems.

Download Full-text

Systematic Review of the Check-in, Check-out Intervention for Students At Risk for Emotional and Behavioral Disorders

Education and Treatment of Children ◽

10.1353/etc.2014.0030 ◽

2014 ◽

Vol 37 (4) ◽

pp. 635-658 ◽

Cited By ~ 25

Author(s):

Leanne S. Hawken ◽

Kaitlin Bundock ◽

Kristin Kladis ◽

Breda O’Keeffe ◽

Courtenay A. Barrett

Keyword(s):

Systematic Review ◽

At Risk ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Students At Risk

Download Full-text

Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

Council review ◽

10.1177/001440290707400103 ◽

2007 ◽

Vol 74 (1) ◽

pp. 47-70 ◽

Cited By ~ 22

Author(s):

Kathleen Lynne Lane ◽

M. Annette Little ◽

Jenny Redding-Rhodes ◽

Andrea Phillips ◽

Megan T. Welsh

Keyword(s):

At Risk ◽

General Education ◽

Behavioral Disorders ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

First Grade ◽

School Site ◽

Students At Risk ◽

Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

Download Full-text