Effects of Choice-Making Opportunities on the Behavior of Students with Emotional and Behavioral Disorders

2001 ◽  
Vol 26 (2) ◽  
pp. 131-145 ◽  
Author(s):  
Kristine Jolivette ◽  
Joseph H. Wehby ◽  
Jennifer Canale ◽  
N. Gayle Massey
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Classroom Teacher ◽  
Social Behaviors ◽  
Future Research ◽  
Single Subject ◽  
Single Subject Design ◽  
Inappropriate Behaviors ◽  
Social Difficulties ◽  
Future Research Directions

Students with emotional or behavioral disorders (E/BD) typically experience academic and social difficulties in school settings. One intervention, opportunities to make choices, has been implemented for students with E/BD to address inappropriate behaviors. Three elementary-aged students with E/BD from a self-contained special education classroom participated in this study. A multiple-baseline, across-students, single-subject design was used to compare the effects of Choice and No Choice conditions on multiple academic and social behaviors. All study sessions were conducted during regularly scheduled math activities in the special education classroom by the classroom teacher. Results suggest that opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three students. Limitations of and future research directions for opportunities to make choices for students with E/BD are provided.

Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety

2009 ◽  
Vol 34 (4) ◽  
pp. 184-195 ◽  
Author(s):  
Naomi A. Schoenfeld ◽  
Sarup R. Mathur
Keyword(s):  
Behavioral Disorders ◽  
Treatment Success ◽  
Maladaptive Behavior ◽  
Cognitive Behavioral ◽  
Future Research ◽  
Single Subject ◽  
Clinical Settings ◽  
Baseline Design ◽  
School Based ◽  
Emotional Or Behavioral Disorders

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.

Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes

2005 ◽  
Vol 72 (1) ◽  
pp. 7-27 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Katherine B. Falk
Keyword(s):  
Reading Achievement ◽  
Reading Instruction ◽  
Learning Strategies ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Oral Reading ◽  
Social Behaviors ◽  
Reading Program ◽  
Future Research

This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic reading skills with limited transfer to oral reading fluency. Outcomes for social behaviors indicated that changes in total inappropriate behavior were not directly related to the reading intervention; improved engagement appeared related to intervention but not necessarily reading achievement. Results are discussed in the context of possible reasons for differential responding and implications for practice and future research.

Implications of Biobehavioral States for the Education and Treatment of Students with the Most Profoundly Handicapping Conditions

1988 ◽  
Vol 13 (3) ◽  
pp. 163-174 ◽  
Author(s):  
Doug Guess ◽  
Marilyn Mulligan-Ault ◽  
Sally Roberts ◽  
John Struth ◽  
Ellin Siegel-Causey ◽  
...  
Keyword(s):  
Special Education ◽  
Head Trauma ◽  
Psychological Functioning ◽  
Assessment Tool ◽  
Intervention Strategies ◽  
Future Research ◽  
Severe Head Trauma ◽  
Research Directions ◽  
Future Research Directions ◽  
Profound Disabilities

Implications of biobehavioral state measures for the assessment of students with profoundly handicapping conditions are discussed in relation to similar behaviors observed in infants and among persons recovering from severe head trauma. Data are presented showing different profiles in biobehavioral states among students with severe and profound disabilities. These profiles are compared with similar descriptions of physical and psychological functioning described in the head-trauma literature, with a discussion of similar education and intervention problems and the need for more exchange of information between special education and rehabilitation therapy for persons with severe neurological impairments. Additionally, biobehavioral state measures among persons with severe and profound disabilities are offered as a potentially valuable assessment tool with important implications for improved intervention strategies and future research directions.

Sitcoms Make You Laugh and Recycle

2015 ◽  
pp. 149-169
Author(s):  
Christine Kowalczyk ◽  
Jennifer Martinez
Keyword(s):  
Social Marketing ◽  
Social Behaviors ◽  
Product Placement ◽  
Television Program ◽  
Future Research ◽  
Research Directions ◽  
Television Network ◽  
Future Research Directions

Social marketing and product placement are two common marketing practices. Consumers are seeing the merging of these two concepts through television programming's behavior placements, which are the incorporation of social behaviors into television program storylines to sway viewers to adopt these actions. A major television network has adapted this concept by incorporating environmentally themed messages into its programming. The purpose of this chapter is to introduce the concept of “behavior placements” and discuss the effect of these embedded messages on consumers' green attitudes and intentions. Through an example featured in the television sitcom The Office, the research supports the advancement of the behavior placement concept. Implications and future research directions are presented.

Group Research in Special Education

1983 ◽  
Vol 4 (3) ◽  
pp. 61-76
Author(s):  
Paul M. Miller ◽  
Clifford J. Drew
Keyword(s):  
Special Education ◽  
Internal Validity ◽  
Single Subject ◽  
Single Subject Design ◽  
Visual Interpretation ◽  
Individual Subject ◽  
Valid Inference ◽  
Interdisciplinary Field ◽  
Group Research ◽  
Statistical Conclusion

Special education research is an interdisciplinary field requiring a broad range of methodologies. This paper focuses on group research, which can be distinguished from single-subject design in several important ways: (1) group research involves the extensive and limited observations of many subjects rather than the intensive observations of a small number of subjects; (2) group research emphasizes the average performance of groups of subjects rather than the process of change itself; (3) results are evaluated through statistical analyses rather than visual interpretation of individual subject data; and (4) results are more broadly generalizable across subjects, settings, and occasions. The distinction between experimental and nonexperimental strategies is addressed within the context of group strategies. Four classes (Cook & Campbell, 1979) of threats to valid inference which may be controlled by experimental designs are identified: internal validity, statistical conclusion validity, external validity, and construct validity of causes and effects.

A Pilot Study to Teach Siblings to Support Children With Complex Communication Needs

2017 ◽  
Vol 39 (2) ◽  
pp. 346-355 ◽  
Author(s):  
Sarah N. Douglas ◽  
Rebecca Kammes ◽  
Erica Nordquist ◽  
Sophia D’Agostino
Keyword(s):  
Pilot Study ◽  
Future Research ◽  
Probe Design ◽  
Single Subject ◽  
Complex Communication Needs ◽  
Sibling Pairs ◽  
Future Research Directions ◽  
Communication Needs ◽  
Communication Partner Training ◽  
Multiple Probe

Siblings play an important role in the lives of children with disabilities, especially those with complex communication needs (CCN). However, children with CCN require support to learn social and communication skills. Like other communication partners, typically developing (TD) siblings may struggle to understand how to best interact with a child with CCN and may benefit from training to learn communication strategies. This pilot study evaluated a newly created sibling communication partner training program to help TD siblings learn the strategy Plan, Talk, Wait, and Respond to support the communication of their siblings with CCN. A single-subject multiple probe design was used with three TD siblings and their siblings with CCN. Although results varied for sibling pairs, an increase in communication supports from TD siblings and communication gains for children with CCN were noted with all sibling pairs. Limitations, adjustments to the training, and future research directions are discussed.

Augmented reality in special education: a meta-analysis of single-subject design studies

2019 ◽  
Vol 35 (3) ◽  
pp. 382-397 ◽  
Author(s):  
Reem Sulaiman Baragash ◽  
Hosam Al-Samarraie ◽  
Ahmed Ibrahim Alzahrani ◽  
Osama Alfarraj
Keyword(s):  
Special Education ◽  
Augmented Reality ◽  
Meta Analysis ◽  
Single Subject ◽  
Single Subject Design ◽  
Design Studies ◽  
Subject Design

Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management

2021 ◽  
pp. 106342662110202
Author(s):  
Allison F. Gilmour ◽  
Lia E. Sandilos ◽  
William V. Pilny ◽  
Samantha Schwartz ◽  
Joseph H. Wehby
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Emotional Behavioral Disorders ◽  
Future Research ◽  
Management Skills

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling”; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

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