Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 44 (2) ◽  
pp. 117-128 ◽  
Author(s):  
Imad Zaheer ◽  
Daniel Maggin ◽  
Sara McDaniel ◽  
Kent McIntosh ◽  
Billie Jo Rodriguez ◽  
...  
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Promising Practices ◽  
Evidence Based Practices ◽  
Complex Needs ◽  
Rigorous Research ◽  
Behavioral Needs ◽  
Effective Classrooms ◽  
Support Students

Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.

Federal Policy on Improving Outcomes for Students With Emotional and Behavioral Disorders: Past, Present, and Future

2018 ◽  
Vol 44 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Jennifer Freeman ◽  
Mitchell L. Yell ◽  
James G. Shriner ◽  
Antonis Katsiyannis
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Federal Policy ◽  
Emotional And Behavioral Disorders ◽  
Drop Out ◽  
Evidence Based ◽  
Policy Recommendations ◽  
Evidence Based Practices ◽  
School Drop Out ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with disabilities are included in schools, (b) requiring schools to meet the unique needs of learners, and (c) providing funding to support the development and implementation of evidence-based practices. Our purpose in this article is to examine the progress and challenges related to the development of federal policy supports for students with EBD, and to offer recommendations to help guide the future development of policy. Specifically, we (a) recognize the important developments of the last 30 years in policy protections and funding for students with EBD, (b) identify current challenges and emerging opportunities in several areas related to the identification and support of students with EBD, and (c) offer policy recommendations related to strengthening the use of the functional assessment and personnel capacity development.

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.

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.

Evidence-Based Practices for Teaching Learners with Emotional and Behavioral Disorders

2020 ◽  
Author(s):  
Jessica Whitley
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Relationship Building ◽  
Behavioral Disorder ◽  
Social Emotional ◽  
Evidence Based Practices ◽  
Social And Emotional ◽  
Positive Behavioral Interventions ◽  
Tiered System

Students identified with emotional and behavioral disorders (E/BD) comprise a diverse group in terms of academic, social, emotional, and behavioral strengths and needs. Identification and diagnostic criteria and terminologies vary widely across and within many countries and school systems, resulting in a complex research base. Estimates of prevalence range from 4 to 15% of students meeting criteria for an emotional and/or behavioral disorder or difficulty. Approaches to teaching learners with E/BD have shifted since the turn of the 21st century from an individual, deficit-focused perspective to a more ecological framework where the environments interacting dynamically with the learner are considered. Research increasingly demonstrates the benefits of multi-tiered systems of support (MTSS) where the needs of most students can be met through universal preventative and whole-class approaches. Students who do not find success at the first level of supports receive increasingly specialized services including intensive, wraparound services that involve partners beyond school walls. MTSS are common across North America and beyond and are typically focused on externalizing behaviors; positive behavioral interventions and supports (PBIS) is the most prevalent multi-tiered system currently being implemented. Since the mid-2000s, efforts have been made to focus on academic as well as behavioral goals for students, often through the inclusion of response-to-intervention approaches. Comprehensive strategies that combine academic and behavioral support while drawing on learner strengths and relationship-building are successfully being adopted in elementary and secondary settings. Approaches include social and emotional learning, mindfulness, peer-assisted learning, and a range of classroom-based instructional and assessment practices that support the academic, social, and emotional development of students with E/BD.

Sign in / Sign up

Export Citation Format

Share Document