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.

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Philip L. Gunter ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Future Research ◽  
Intrarater Reliability ◽  
Functional Behavior ◽  
Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

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.

Repeated Reading for Students with Emotional or Behavioral Disorders: Peer- and Trainer-Mediated Instruction

2005 ◽  
Vol 31 (1) ◽  
pp. 51-64 ◽  
Author(s):  
John E. Staubitz ◽  
Gwendolyn Cartledge ◽  
Amanda L. Yurick ◽  
Ya-Yu Lo
Keyword(s):  
Behavioral Disorders ◽  
Reading Fluency ◽  
Oral Reading ◽  
Repeated Reading ◽  
Fifth Grade ◽  
Baseline Design ◽  
Beneficial Effects ◽  
Fifth Grade Students ◽  
Fluency And Comprehension ◽  
Emotional Or Behavioral Disorders

This study evaluated the effects of a repeated reading (RR) intervention on the oral reading fluency and comprehension of six urban fourth and fifth-grade students with and at risk for emotional or behavioral disorders (EBD). A multiple baseline design across subjects was used to study RR effects according to gains in reading fluency, comprehension, and generalization to unpracticed passages under covert and overt timing conditions. Results indicated that all students improved both reading fluency (i.e., speed and accuracy) and comprehension when participating in RR. Improvements were also observed on the unpracticed generalization passages; the addition of overt timing and charting produced the greatest improvements. These gains were confirmed through administration of standardized tests in reading. Findings are described according to the beneficial effects of RR and the relative advantages of peer-mediated interventions with students with EBD.

Description and Evaluation of the Job Designs Project for Adolescents and Young Adults with Emotional or Behavioral Disorders

1994 ◽  
Vol 19 (4) ◽  
pp. 254-268 ◽  
Author(s):  
Michael Bullis ◽  
H. D. Bud Fredericks ◽  
Constance Lehman ◽  
Kathleen Paris. Janet Corbitt ◽  
Brian Johnson
Keyword(s):  
Young Adults ◽  
Behavioral Disorders ◽  
Adolescents And Young Adults ◽  
Future Research ◽  
Vocational Programs ◽  
Program Success ◽  
Vocational Services ◽  
History Of ◽  
Training And Support ◽  
Emotional Or Behavioral Disorders

This article describes the Job Designs Project, a 3-year model demonstration effort that provided vocational services to adolescents and young adults with emotional or behavioral disorders. Vocational trainers offered job placement, training, and support to the participants. Of the 58 participants, 46 (79%) secured competitive work and 17 of the 46 were placed in multiple job placements, resulting in a total of 78 competitive jobs. Of the 78 jobs, 51 (65%) ended successfully (e.g., the worker quit the job appropriately) and 27 (35%) ended unsuccessfully (e.g., termination or the worker quit inappropriately). A total of 17 (37%) workers were fired from jobs and 28 (61%) were fired or quit a job inappropriately. Correlational analyses revealed that four variables were associated with program success or failure: history of alcohol/substance abuse, history of running away from residential placements, use of alcohol/substances while in the program, and social problems with work supervisors and/or co-workers. Surveys of the employers who hired a worker from Job Designs indicated that they were favorably impressed with the project and its staff. Participants interviewed at exit from the program reported that, overall, they were satisfied with their own program experiences. Drawing from these results and experiences, suggestions are made for conducting effective vocational programs for this population and for future research.

Preventive intervention for anxiety in childhood: Implications for future research

2002 ◽  
Vol 19 (1) ◽  
pp. 30-48
Author(s):  
Sally Johnson ◽  
Paula M. Barrett
Keyword(s):  
Preventive Intervention ◽  
Empirical Studies ◽  
Child Anxiety ◽  
Prevention Programs ◽  
Behavioural Therapy ◽  
Future Research ◽  
Clinical Settings ◽  
School Based ◽  
Cognitive Behavioural ◽  
Research Findings

AbstractEarly intervention has become a priority for many researchers interested in reducing the prevalence of anxiety disorders within Australia (Donovan & Spence, 2000). Despite substantial advances in our knowledge of effective intervention protocols, studies investigating preventive intervention for child anxiety are sparse. Universal prevention programs targeting large cohorts of children within community settings are considered most advantageous (Greenburg, Domitrovich, & Bumbarger, 2001), although empirical studies for anxiety in youth are only beginning to emerge. This review of research in anxiety intervention explored protocols shown to have been successful in reducing symptoms of anxiety in youth and to discuss implications for future research. Findings suggested that cognitive behavioural therapy was potentially effective in reducing anxiety symptoms in youngsters when implemented in clinical settings (Kendall, 1994, 1996; Barrett, 1996, 1998) and in school-based preventive intervention (Dadds, Spence, Holland, Barrett, & Laurens, 1998). Future research evaluating the effectiveness of prevention programs at different ages in development has further practical research implications in terms of identifiing the most appropriate time conducive to enhancing long-term intervention effects.

Evaluation of Attention Training and Metacognitive Facilitation to Improve Reading Comprehension in Aphasia

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Jaime B. Lee ◽  
McKay Moore Sohlberg
Keyword(s):  
Reading Comprehension ◽  
Primary Outcome Measure ◽  
Effect Sizes ◽  
Repeated Measure ◽  
Future Research ◽  
Attention Training ◽  
Single Subject ◽  
Baseline Design ◽  
Treatment Research ◽  
The Impact

PurposeThis pilot study investigated the impact of direct attention training combined with metacognitive facilitation on reading comprehension in individuals with aphasia.MethodA single-subject, multiple baseline design was employed across 4 participants to evaluate potential changes in reading comprehension resulting from an 8-week intervention using Attention Process Training—3 (APT–3). The primary outcome measure was a maze reading task. Pre- and posttesting included attention and reading comprehension measures. Visual inspection of graphed performance data across conditions was used as the primary method of analysis. Treatment effect sizes were calculated for changes in reading comprehension probes from baseline to maintenance phases.ResultsTwo of the study's 4 participants demonstrated improvements in maze reading, with corresponding effect sizes that were small in magnitude according to benchmarks for aphasia treatment research. All 4 participants made improvements on select standardized measures of attention.ConclusionInterventions that include a metacognitive component with direct attention training may elicit improvements in participants' attention and allocation of resources. Maze passage reading is a repeated measure that appears sensitive to treatment-related changes in reading comprehension. Issues for future research related to measurement, candidacy, and clinical delivery are discussed.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Comparative Effects of High-Tech Visual Scene Displays and Low-Tech Isolated Picture Symbols on Engagement From Students With Multiple Disabilities

2019 ◽  
Vol 50 (4) ◽  
pp. 693-702 ◽  
Author(s):  
Christine Holyfield ◽  
Sydney Brooks ◽  
Allison Schluterman
Keyword(s):  
Language Learning ◽  
Augmentative And Alternative Communication ◽  
Visual Analysis ◽  
Multiple Disabilities ◽  
Visual Scene ◽  
Future Research ◽  
High Tech ◽  
Single Subject ◽  
Wide Range ◽  
The Difference

Purpose Augmentative and alternative communication (AAC) is an intervention approach that can promote communication and language in children with multiple disabilities who are beginning communicators. While a wide range of AAC technologies are available, little is known about the comparative effects of specific technology options. Given that engagement can be low for beginning communicators with multiple disabilities, the current study provides initial information about the comparative effects of 2 AAC technology options—high-tech visual scene displays (VSDs) and low-tech isolated picture symbols—on engagement. Method Three elementary-age beginning communicators with multiple disabilities participated. The study used a single-subject, alternating treatment design with each technology serving as a condition. Participants interacted with their school speech-language pathologists using each of the 2 technologies across 5 sessions in a block randomized order. Results According to visual analysis and nonoverlap of all pairs calculations, all 3 participants demonstrated more engagement with the high-tech VSDs than the low-tech isolated picture symbols as measured by their seconds of gaze toward each technology option. Despite the difference in engagement observed, there was no clear difference across the 2 conditions in engagement toward the communication partner or use of the AAC. Conclusions Clinicians can consider measuring engagement when evaluating AAC technology options for children with multiple disabilities and should consider evaluating high-tech VSDs as 1 technology option for them. Future research must explore the extent to which differences in engagement to particular AAC technologies result in differences in communication and language learning over time as might be expected.

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