Academic and Behavioral Outcomes for Students at Risk for Emotional and Behavioral Disorders

The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.

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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

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Putting Behavioral Goal-Setting Research Into Practice

Beyond Behavior ◽

10.1177/1074295617711208 ◽

2017 ◽

Vol 26 (2) ◽

pp. 66-73 ◽

Cited By ~ 5

Author(s):

Allison Leigh Bruhn ◽

Josephine Fernando ◽

Sara McDaniel ◽

Leonard Troughton

Keyword(s):

At Risk ◽

Behavioral Disorders ◽

Goal Setting ◽

Emotional And Behavioral Disorders ◽

Self Regulation ◽

Behavioral Outcomes ◽

Step Process ◽

Regulation Strategies ◽

Behavioral Goal

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition, we provide a step-by-step process for implementing goal-setting interventions in the classroom.

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Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

Journal of Positive Behavior Interventions ◽

10.1177/1098300717723353 ◽

2017 ◽

Vol 20 (2) ◽

pp. 78-89 ◽

Cited By ~ 2

Author(s):

Paul Caldarella ◽

Ross A. A. Larsen ◽

Leslie Williams ◽

Howard Wills ◽

Debra Kamps ◽

...

Keyword(s):

At Risk ◽

Elementary School ◽

Social Skills ◽

Problem Behaviors ◽

Behavioral Disorders ◽

Rating Scales ◽

Emotional And Behavioral Disorders ◽

Academic Competence ◽

Teacher Ratings ◽

Students At Risk

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.

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Effects of an interdependent group contingency on the transition behavior of middle school students with emotional and behavioral disorders.

School Psychology Quarterly ◽

10.1037/spq0000202 ◽

2017 ◽

Vol 32 (2) ◽

pp. 282-289 ◽

Cited By ~ 2

Author(s):

Renee O. Hawkins ◽

Todd Haydon ◽

Dacia McCoy ◽

Andrea Howard

Keyword(s):

Middle School ◽

Middle School Students ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Group Contingency ◽

School Students ◽

Transition Behavior ◽

Interdependent Group Contingency

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Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

Intervention in School and Clinic ◽

10.1177/10534512211024931 ◽

2021 ◽

pp. 105345122110249

Author(s):

Todd Whitney ◽

Kera B. Ackerman ◽

Justin T. Cooper ◽

Terrance M. Scott

Keyword(s):

At Risk ◽

Student Engagement ◽

Behavior Problems ◽

Effective Teaching ◽

Behavioral Disorders ◽

Teaching Practice ◽

Emotional And Behavioral Disorders ◽

Inclusive Classrooms ◽

Opportunities To Respond ◽

School Based

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.

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Media Review: Interventions for Children with or at Risk for Emotional and Behavioral Disorders

Behavioral Disorders ◽

10.1177/019874290302800205 ◽

2003 ◽

Vol 28 (2) ◽

pp. 190-192

Author(s):

Mary Magee Quinn

Keyword(s):

At Risk ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Media Review

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Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

Advances in Educational Marketing, Administration, and Leadership - Leveraging Technology to Improve School Safety and Student Wellbeing ◽

10.4018/978-1-7998-1766-6.ch008 ◽

2020 ◽

pp. 126-151

Author(s):

Lauren R. Tidmore

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Social Skills ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Composite Score ◽

Social Skills Intervention ◽

School Students ◽

Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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