Social Studies Content Knowledge Interventions for Students With Emotional and Behavioral Disorders: A Meta-Analysis

2019 ◽  
Vol 45 (1) ◽  
pp. 147-176 ◽  
Author(s):  
Justin D. Garwood ◽  
John W. McKenna ◽  
Garrett J. Roberts ◽  
Stephen Ciullo ◽  
Mikyung Shin
Keyword(s):  
Social Studies ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Meta Analysis ◽  
Social Problem Solving ◽  
Career Readiness ◽  
Future Research ◽  
Promising Practices ◽  
Design Standards ◽  
Civics Education

The importance of social studies and civics education is increasing, as evidenced by the growing number of states requiring coursework in this area for graduation and its growing presence in school accountability frameworks. Social studies instruction is critical for all students so that they may understand their roles, rights, and responsibilities as citizens and how their actions can influence their communities. Students who exhibit antisocial behaviors, such as those with emotional and behavioral disorders (EBD), may especially benefit from social studies and civics education as it promotes college and career readiness and provides opportunities to engage in social problem solving and perspective taking. The purpose of this study was to systematically review the social studies and civics intervention research for students with EBD. We sought to describe and evaluate the extant literature, identify promising practices, and suggest areas for future research. A total of 17 intervention studies were identified. Overall, 10 out of the 17 studies met What Works Clearinghouse Design Standards with or without reservations. Eight of the 10 studies were eligible for effect size calculation, resulting in an overall large effect ( g = 0.83). Study limitations, implications for school practice, and directions for research are discussed.

Civics Education for Students With Learning Disabilities and Emotional and Behavioral Disorders

2020 ◽  
pp. 105345122094414
Author(s):  
Justin D. Garwood ◽  
Stephen Ciullo ◽  
Daniel R. Wissinger ◽  
John W. McKenna
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Education Services ◽  
Students With Learning Disabilities ◽  
Civics Education ◽  
Education Services ◽  
Content Acquisition

Significant disparities in civics achievement between students with disabilities and their peers constitute an urgent need to support and improve civics education and outcomes for students receiving special education services related to emotional and behavioral disorders (EBD) and learning disabilities (LD). In the documented instances when social studies interventions are evaluated by researchers in schools for students with EBD or LD, the focus is most often on geography, history, and text-based content acquisition and comprehension. However, the information learned during civics instruction most directly prepares students for active participation in their communities.

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 27 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Gregory G. Taylor ◽  
Stephen W. Smith
Keyword(s):  
Teacher Perceptions ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Verbal Aggression ◽  
Future Research ◽  
Verbal Aggressiveness ◽  
Teacher Reports ◽  
Perpetrators And Victims ◽  
The Impact ◽  
Problem Behavior In Schools

Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence, frequency, locations, bystander presence and interactions, student responses, and teacher assigned consequences for verbal aggressiveness. A majority of teachers indicated daily student-to-student and student-to-adult VA with students frequently reporting, complaining, or seeking advice. Teachers noted that VA takes place in multiple locations, with at least one bystander present, and they observed victim verbal retaliation and physical assaults. Teacher responses included redirection and verbal warnings. Few teachers reported instruction of alternative prosocial behaviors. We discuss the potential implications of these findings and the impact teacher perceptions may have on strategy selection when addressing VA. We propose a few areas for future research including teachers’ level of concern about the harmfulness of VA, the intent to harm when students with EBD engage in VA, the need for specialized teacher training, and the development of a conceptual framework to inform an integrated and substantive view of the VA phenomenon.

Impact of Family Functioning on Classroom Problem Behavior of Children With Emotional and Behavioral Disorders in Special Education

2016 ◽  
Vol 24 (4) ◽  
pp. 199-210 ◽  
Author(s):  
Regina Stoutjesdijk ◽  
Evert M. Scholte ◽  
Hanna Swaab
Keyword(s):  
Family Functioning ◽  
Problem Behavior ◽  
Behavioral Disorders ◽  
Externalizing Behavior ◽  
Emotional And Behavioral Disorders ◽  
Time Lag ◽  
Future Research ◽  
Parental Responsiveness ◽  
Total Problem ◽  
Poor Family

This study examined the relation between family functioning and classroom problem behavior of children with emotional and behavioral disorders receiving special educational support. To this end, the Teachers’ Report Form and the Family Questionnaire were completed for 84 children ( M age of 9.8 years) 2 times with a time lag of 11 months. Cross-lagged path analyses showed that internalizing and externalizing problem behavior in the classroom were stable over time, just as poor family functioning. Continuity of (a) poor communication, (b) discordant partner relationship, and (c) lack of social support were strongly associated with future total problem behavior in the classroom. Furthermore, parental responsiveness to a child’s needs was associated with lower future total problem behavior. A direct association was also found between externalizing behavior in the classroom and future poor family functioning. Implications of these findings for future research and practice are discussed.

The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis

2020 ◽  
Vol 90 (2) ◽  
pp. 179-226 ◽  
Author(s):  
Steve Graham ◽  
Sharlene A. Kiuhara ◽  
Meade MacKay
Keyword(s):  
High School Students ◽  
Social Studies ◽  
Students With Disabilities ◽  
Meta Analysis ◽  
Writing To Learn ◽  
Future Research ◽  
School Students ◽  
Letter Grades ◽  
Content Coverage ◽  
And Mathematics

This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning ( k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.

Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders

2016 ◽  
Vol 83 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Justin D. Garwood ◽  
Lynne Vernon-Feagans ◽  
Keyword(s):  
Behavior Problems ◽  
Classroom Management ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Management Strategies ◽  
Third Grade ◽  
Future Research ◽  
Classroom Management Strategies ◽  
Third Grade Reading

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers’ classroom management during this same time. Practitioner implications and future research needs are discussed.

The Social Lives of Children with Emotional and Behavioral Disorders in Self-Contained Classrooms: A Descriptive Analysis

2003 ◽  
Vol 69 (3) ◽  
pp. 333-348 ◽  
Author(s):  
Luanne J. Panacek ◽  
Glen Dunlap
Keyword(s):  
Social Networks ◽  
General Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Descriptive Analysis ◽  
Future Research ◽  
Home Networks ◽  
Social Lives ◽  
The Social ◽  
Educational Placements

This descriptive study was conducted to examine the social lives of children with emotional and behavioral disorders (E/BD) whose education occurred in segregated elementary school classrooms. The principal data were obtained from detailed interviews with 14 children with E/BD, and 14 matched comparison children from general education classrooms. Major findings indicated that the children with E/BD had little opportunity to engage in integrated school activities and their social networks in school were dominated by children and adults affiliated with special education. In contrast, the social networks of the same children in their homes and neighborhoods were similar in size and constellation to the networks of the general education children. In addition, children with E/BD identified their important friends as being from their home networks, whereas the general education children's important friends came from school. The results have implications for educational placements and future research.

Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders

1994 ◽  
Vol 19 (4) ◽  
pp. 277-293 ◽  
Author(s):  
Timothy J. Lewis ◽  
David Chard ◽  
Terrance M. Scott
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Promising Practices ◽  
Professional Literature ◽  
Full Inclusion ◽  
General Education Setting ◽  
Wide Adaptation ◽  
Education Of Students

The recent professional literature has been replete with articles focusing on the school reform movement labeled full inclusion whereby advocates are pushing for the placement of all students with disabilities in general education settings. While the movement's roots can be traced to advocates of persons with severe handicaps, educators, administrators, and parents are generalizing the movement's goals to students with other disabilities including emotional and behavioral disorders. Related issues surrounding the full inclusion movement must be examined prior to wide adaptation for all students with disabilities. The purpose of this article is to explore three relevant issues in determining appropriate placements for students with emotional and behavioral disorders. First, this article examines some of the current objectives of the full inclusion movement in relation to the education of students with emotional and behavioral disorders. Second, issues surrounding the placement of students with disabilities are often resolved not in professional literature but in courtrooms; therefore, current court cases focusing on inclusion that impact how special education services are delivered are also summarized. Finally, provided a general education setting is the most appropriate placement, promising practices for educating students with emotional and behavioral disorders to maximize their success are discussed.

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