Predicting Caregiver Strain to Improve Supports for the Caregivers of Children With Emotional and Behavioral Disorders

2016 ◽  
Vol 39 (4) ◽  
pp. 896-916 ◽  
Author(s):  
Tianqian Wang ◽  
Jeffrey Alvin Anderson
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Caregiver Strain ◽  
Future Research ◽  
Relative Caregivers ◽  
Biological Parents ◽  
Objective Strain ◽  
Caregiver Mental Health ◽  
Subjective Strain

Caregivers of children/youth with emotional and behavioral disorders often can experience significant strain associated with the day-to-day care of their children, and reducing strain can bring tremendous advantages to children, caregivers, and families. This study examines several predictors of caregiver strain hypothesized to be related to caring for children with emotional and behavioral disorders. Specifically, children’s symptoms, child and caregiver demographics, caregiver mental health, and caregiver relationship to child were examined to better understand both objective and subjective strain among a sample of families participating in a system of care in southeast Indiana. Regression analyses demonstrated that children’s externalizing symptoms are the strongest predictor for both objective strain and subjective strain. Moreover, caregivers who had experienced mental health issues reported higher levels of subjective externalized strain; biological parents tend to experience higher subjective internalized strain than other relative caregivers do. Implications for practitioners, caregivers, and future research are also discussed.

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.

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.

Barriers and facilitators of obesity management in families of youth with emotional and behavioral disorders

2016 ◽  
Vol 22 (11) ◽  
pp. 1469-1479 ◽  
Author(s):  
Katelynn A Bourassa ◽  
Christine L McKibbin ◽  
Cynthia M Hartung ◽  
Kay L Bartholomew ◽  
Aaron A Lee ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Management Practices ◽  
Psychiatric Symptoms ◽  
Emotional And Behavioral Disorders ◽  
Structured Interview ◽  
Mental Health Providers ◽  
Health Providers ◽  
Obesity Management ◽  
Mental Health Centers

While youth with emotional and behavioral disorders experience increased rates of obesity, few obesity interventions exist that are tailored to their needs. Qualitative methods were employed to elucidate obesity management practices in this population. In all, 56 participants (i.e. 21 youths with emotional and behavioral disorders, 20 caregivers of youth with emotional and behavioral disorders, and 15 mental health providers) were recruited from community mental health centers. Participants completed a demographic form and semi-structured interview regarding obesity-related behaviors. Barriers (e.g. psychiatric symptoms) and facilitators (e.g. social support) to obesity management were identified. These results highlight preferred intervention components for this unique population.

A Systematic Review of Caregiver Burden following Stroke

2009 ◽  
Vol 4 (4) ◽  
pp. 285-292 ◽  
Author(s):  
H. Rigby ◽  
G. Gubitz ◽  
S. Phillips
Keyword(s):  
Mental Health ◽  
Social Support ◽  
Systematic Review ◽  
Caregiver Burden ◽  
Search Strategy ◽  
Patient Characteristics ◽  
Future Research ◽  
Reference Sections ◽  
Caregiver Mental Health ◽  
Significant Health

Caregiver burden following stroke is increasingly recognised as a significant health care concern. A growing number of studies have evaluated the patient, caregiver, and social support factors that contribute to increased caregiver burden. We conducted a systematic review of this literature to guide future research. A search of the MEDLINE, PsyclNFO, CINAHL, and EMBASE databases (up to July 2008) and reference sections of published studies using a structured search strategy yielded 24 relevant articles. Studies were included if they evaluated predictors and/or correlates of caregiver burden in the setting of stroke. The prevalence of caregiver burden was 25–54% and remained elevated for an indefinite period following stroke. In studies that evaluated independent baseline predictors of subsequent caregiver burden, none of the factors reported were consistent across studies. In studies that assessed concurrent factors independently contributing to caregiver burden in the poststroke period, patient characteristics and social support factors were inconsistently reported. Several studies identified caregiver mental health and the amount of time and effort required of the caregiver as significant determinants of caregiver burden. Our findings highlight the need for more research to identify caregivers in need of support and guide the development and implementation of appropriate interventions to offset caregiver burden.

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.

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.

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