The Effectiveness of Cooperative Learning with Students with Emotional and Behavioral Disorders: A Literature Review

2000 ◽  
Vol 25 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Kevin S. Sutherland ◽  
Joseph H. Wehby ◽  
Philip L. Gunter
Keyword(s):  
Cooperative Learning ◽  
Literature Review ◽  
Behavioral Disorders ◽  
Selection Criteria ◽  
Emotional And Behavioral Disorders ◽  
Experimental Studies ◽  
Future Research ◽  
Instructional Model ◽  
Learning Methods

The authors reviewed published experimental studies to examine the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). Eight articles met search selection criteria for inclusion in this review. Results of the studies are discussed within the context of their methodological strengths and weaknesses, as well as the implications for using cooperative learning methods with students with E/BD. Implications for future research are discussed.

Interventions for Students with Behavioral Disorders: An International Literature Review

2007 ◽  
Vol 32 (4) ◽  
pp. 267-281 ◽  
Author(s):  
Daniel J. Gulchak ◽  
João A. Lopes
Keyword(s):  
Literature Review ◽  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Quantitative Research ◽  
Selection Criteria ◽  
Evidence Based ◽  
International Studies ◽  
Effective School ◽  
School Based ◽  
Quantitative Studies

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.

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.

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.

scholarly journals Hospital Location Selection: A Systematic Literature Review on Methodologies and Applications

2021 ◽  
Vol 2021 ◽  
pp. 1-14
Author(s):  
Muhammet Gul ◽  
Ali Fuat Guneri
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Selection Criteria ◽  
Meta Analysis ◽  
Multicriteria Decision Making ◽  
Future Research ◽  
Location Selection ◽  
Research Questions ◽  
Creative Studies

The increased focus of people on the quality of health care in recent years has led hospital owners to develop strategies and policies to improve medical services through the establishment of new hospitals. For hospitals to be competitive, the hospitalʼs location and proximity to potential patients are considered crucial factors in establishing new hospitals. In this context, evaluating and selecting the most suitable hospital location to establish a new hospital from the multicriteria decision-making (MCDM) perspective is a priority for the entrepreneurs or government to gain a competitive advantage. Therefore, this study aims to present a systematic literature review of the hospital location selection problem considering the applied methods and application areas. The preferred reporting items for systematic review and meta-analysis statement (PRISMA) are used as a reference framework. Initially, known electronic databases (Web of science, IEEEXplore, Scopus, Science direct, and Google Scholar) were searched up to the early 2021. A number of 47 articles are selected and analyzed under this systematic framework based on inclusion-exclusion points. State-of-the-art developments in adopting MCDM methods and their fuzzy extensions are summarized. All the articles have been examined in a systematic taxonomy to find answers to six research questions (trend, country of origin, outlet journal, MCDM methods used, MCDM environment and criteria type, and decision criteria used). Results show that (1) AHP and GIS-based MCDM models are the most contributing approaches to the solution of this problem, (2) location selection criteria are mostly cost, demand, environment, population, government, competition in the market, and distance to some important places, (3) the fuzzy structure is also preferred in addition to the MCDM structure depending on the crisp data type, and (4) the location selection criteria are mostly considered subjective. We pay attention to promising directions that can dominate future research in this field from a methodological or applicability perspective. This study shows the current views and opportunities for researchers and practitioners and acts as a guide to encourage more creative studies in this field.

Research Issues and Needs regarding Teacher use of Classroom Management Strategies

1996 ◽  
Vol 22 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Philip L. Gunter ◽  
R. Kenton Denny
Keyword(s):  
Classroom Management ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Management Strategies ◽  
Experimental Studies ◽  
Intervention Fidelity ◽  
Research Issues ◽  
Classroom Management Strategies ◽  
Teacher Use ◽  
Students With Ebd

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

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.

scholarly journals Artificial Intelligence-Based Conversational Agents for Chronic Conditions: Systematic Literature Review

10.2196/20701 ◽  
2020 ◽  
Vol 22 (9) ◽  
pp. e20701 ◽  
Author(s):  
Theresa Schachner ◽  
Roman Keller ◽  
Florian v Wangenheim
Keyword(s):  
Artificial Intelligence ◽  
Literature Review ◽  
Chronic Diseases ◽  
Language Processing ◽  
Systematic Literature Review ◽  
Chronic Conditions ◽  
Experimental Studies ◽  
Future Research ◽  
Conversational Agents ◽  
Quasi Experimental

Background A rising number of conversational agents or chatbots are equipped with artificial intelligence (AI) architecture. They are increasingly prevalent in health care applications such as those providing education and support to patients with chronic diseases, one of the leading causes of death in the 21st century. AI-based chatbots enable more effective and frequent interactions with such patients. Objective The goal of this systematic literature review is to review the characteristics, health care conditions, and AI architectures of AI-based conversational agents designed specifically for chronic diseases. Methods We conducted a systematic literature review using PubMed MEDLINE, EMBASE, PyscInfo, CINAHL, ACM Digital Library, ScienceDirect, and Web of Science. We applied a predefined search strategy using the terms “conversational agent,” “healthcare,” “artificial intelligence,” and their synonyms. We updated the search results using Google alerts, and screened reference lists for other relevant articles. We included primary research studies that involved the prevention, treatment, or rehabilitation of chronic diseases, involved a conversational agent, and included any kind of AI architecture. Two independent reviewers conducted screening and data extraction, and Cohen kappa was used to measure interrater agreement.A narrative approach was applied for data synthesis. Results The literature search found 2052 articles, out of which 10 papers met the inclusion criteria. The small number of identified studies together with the prevalence of quasi-experimental studies (n=7) and prevailing prototype nature of the chatbots (n=7) revealed the immaturity of the field. The reported chatbots addressed a broad variety of chronic diseases (n=6), showcasing a tendency to develop specialized conversational agents for individual chronic conditions. However, there lacks comparison of these chatbots within and between chronic diseases. In addition, the reported evaluation measures were not standardized, and the addressed health goals showed a large range. Together, these study characteristics complicated comparability and open room for future research. While natural language processing represented the most used AI technique (n=7) and the majority of conversational agents allowed for multimodal interaction (n=6), the identified studies demonstrated broad heterogeneity, lack of depth of reported AI techniques and systems, and inconsistent usage of taxonomy of the underlying AI software, further aggravating comparability and generalizability of study results. Conclusions The literature on AI-based conversational agents for chronic conditions is scarce and mostly consists of quasi-experimental studies with chatbots in prototype stage that use natural language processing and allow for multimodal user interaction. Future research could profit from evidence-based evaluation of the AI-based conversational agents and comparison thereof within and between different chronic health conditions. Besides increased comparability, the quality of chatbots developed for specific chronic conditions and their subsequent impact on the target patients could be enhanced by more structured development and standardized evaluation processes.

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