Evidence-Based Behavior Management Strategies for Students With or At Risk of EBD: A Mega Review of the Literature

2021 ◽  
pp. 074193252110479
Author(s):  
Benjamin S. Riden ◽  
Skip Kumm ◽  
Daniel M. Maggin
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Practices ◽  
Management Interventions ◽  
Meta Analyses ◽  
And Behavior

Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices which can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews, encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

scholarly journals Guidelines for Perioperative Care in Bariatric Surgery: Enhanced Recovery After Surgery (ERAS) Society Recommendations: A 2021 Update

2022 ◽  
Author(s):  
Erik Stenberg ◽  
Luiz Fernando dos Reis Falcão ◽  
Mary O’Kane ◽  
Ronald Liem ◽  
Dimitri J. Pournaras ◽  
...  
Keyword(s):  
Bariatric Surgery ◽  
Perioperative Care ◽  
Enhanced Recovery ◽  
Enhanced Recovery After Surgery ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Assessment Development ◽  
Meta Analyses ◽  
Large Prospective Cohort

Abstract Background This is the second updated Enhanced Recovery After Surgery (ERAS®) Society guideline, presenting a consensus for optimal perioperative care in bariatric surgery and providing recommendations for each ERAS item within the ERAS® protocol. Methods A principal literature search was performed utilizing the Pubmed, EMBASE, Cochrane databases and ClinicalTrials.gov through December 2020, with particular attention paid to meta-analyses, randomized controlled trials and large prospective cohort studies. Selected studies were examined, reviewed and graded according to the Grading of Recommendations, Assessment, Development and Evaluation (GRADE) system. After critical appraisal of these studies, the group of authors reached consensus regarding recommendations. Results The quality of evidence for many ERAS interventions remains relatively low in a bariatric setting and evidence-based practices may need to be extrapolated from other surgeries. Conclusion A comprehensive, updated evidence-based consensus was reached and is presented in this review by the ERAS® Society.

Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

2016 ◽  
Vol 38 (4) ◽  
pp. 222-232 ◽  
Author(s):  
Tara C. Moore ◽  
Joseph H. Wehby ◽  
Regina M. Oliver ◽  
Jason C. Chow ◽  
Jason R. Gordon ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Behavioral Intervention ◽  
Behavior Management ◽  
Management Strategies ◽  
Intervention Strategies ◽  
Inservice Training ◽  
Future Research ◽  
Significant Difference ◽  
And Behavior ◽  
Training And Support

Teachers’ reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed Survey of Classroom and Behavior Management. On average, teachers reported to be somewhat knowledgeable and to implement somewhat all of the 10 sets of research-based strategies included in the survey. Teachers appeared to be most knowledgeable and more frequently implement prevention practices but less knowledgeable and less frequently implement individualized behavioral intervention strategies. Teachers’ reported knowledge was correlated with their reported use of strategies. There was a significant difference in reported knowledge across the two districts. Implications are provided for areas of future research and for using the survey to identify targets for improved pre-service and inservice training and support.

scholarly journals British Association for Psychopharmacology consensus statement on evidence-based treatment of insomnia, parasomnias and circadian rhythm disorders: An update

2019 ◽  
Vol 33 (8) ◽  
pp. 923-947 ◽  
Author(s):  
Sue Wilson ◽  
Kirstie Anderson ◽  
David Baldwin ◽  
Derk-Jan Dijk ◽  
Audrey Espie ◽  
...  
Keyword(s):  
Consensus Statement ◽  
Consensus Meeting ◽  
British Association ◽  
Future Research ◽  
Evidence Based ◽  
Review Of The Literature ◽  
Evidence Based Treatment ◽  
Randomised Controlled ◽  
Meta Analyses ◽  
Circadian Rhythm Disorders

This British Association for Psychopharmacology guideline replaces the original version published in 2010, and contains updated information and recommendations. A consensus meeting was held in London in October 2017 attended by recognised experts and advocates in the field. They were asked to provide a review of the literature and identification of the standard of evidence in their area, with an emphasis on meta-analyses, systematic reviews and randomised controlled trials where available, plus updates on current clinical practice. Each presentation was followed by discussion, aiming to reach consensus where the evidence and/or clinical experience was considered adequate, or otherwise to flag the area as a direction for future research. A draft of the proceedings was circulated to all speakers for comments, which were incorporated into the final statement.

Tailoring Effective Behavior Management Strategies for Speech-Language Pathologists

2020 ◽  
pp. 1-13
Author(s):  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Reed Senter
Keyword(s):  
Behavior Management ◽  
Management Strategies ◽  
Evidence Based ◽  
Speech And Language ◽  
Speech Language Pathologists ◽  
Activity Schedules ◽  
Visual Activity ◽  
Behavior Specific Praise ◽  
And Behavior ◽  
Effective Behavior

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.

Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions

2011 ◽  
Vol 37 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Melissa Stormont ◽  
Wendy Reinke ◽  
Keith Herman
Keyword(s):  
Behavior Management ◽  
Behavioral Interventions ◽  
Management Practices ◽  
Special Educators ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Practice Guide ◽  
General Educator ◽  
Level Of Training ◽  
And Behavior

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.

New Directions in Rehabilitation Counseling Research

2019 ◽  
Vol 50 (3) ◽  
pp. 196-209
Author(s):  
Phillip D. Rumrill ◽  
James L. Bellini ◽  
Lynn C. Koch
Keyword(s):  
Quality Of Life ◽  
Rehabilitation Counseling ◽  
Future Research ◽  
Evidence Based ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Rehabilitation Outcomes ◽  
New Directions

The purpose of this article is to examine future directions in rehabilitation counseling research that will build on prior investigations to improve rehabilitation outcomes and enhance the quality of life of people with disabilities. The authors discuss the role of theory in guiding future research and implementing evidence-based practices. Next, they recommend topics to be further investigated in future inquiry. The article concludes with an exploration of emerging research approaches and techniques that are either beginning to be used by rehabilitation researchers or, if not being used, have the potential to contribute to the rehabilitation counseling knowledge base.

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

2017 ◽  
Vol 22 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Bastianina Contena ◽  
Stefano Taddei
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Intellectual Functioning ◽  
Clinical Impact ◽  
Review Of The Literature ◽  
Borderline Intellectual Functioning ◽  
General Quality ◽  
Meta Analyses ◽  
Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

scholarly journals Women in surgery: a systematic review of 25 years

BMJ Leader ◽  
2020 ◽  
pp. leader-2019-000199
Author(s):  
Charleen Singh ◽  
Caitlin Loseth ◽  
Noordeen Shoqirat
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Work Life ◽  
Current Status ◽  
Leadership Roles ◽  
Review Of The Literature ◽  
Life Balance ◽  
Surgical Residency ◽  
Meta Analyses

The number of women entering medicine significantly increased over the last decades. Currently, over half of the medical students are women but less than half are applying to surgery and even less go on to surgical specialties. Even fewer women are seen in leadership roles throughout the profession of surgery and surgical residency. Our purpose of the literature review is to identify any themes, which would provide insight to the current phenomenon. We used the Preferred Reporting Items for Systemic Reviews and Meta-Analyses method for a systematic review of the literature over a 20-year period (1998–2018). Five broad themes were identified: education and recruitment, career development, impact of/on life around the globe and surgical subspecialties as areas of barriers for women entering or considering surgery. The systematic review suggests there are opportunities to improve and encourage women entering the profession of surgery as well as the quality of life for surgeons. Creating systems for mentorship across programmes, having policies to support work–life balance and recognising surgical training overlaps with childbearing years are key opportunities for improvement. Improving the current status in surgery will require direction from leadership.

scholarly journals Anxiety in autistic individuals who speak few or no words: A qualitative study of parental experience and anxiety management

Autism ◽  
2020 ◽  
pp. 136236132096236
Author(s):  
Joanne Tarver ◽  
Effie Pearson ◽  
Georgina Edwards ◽  
Aryana Shirazi ◽  
Liana Potter ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Intellectual Disability ◽  
Language Use ◽  
Management Strategies ◽  
Assessment Tools ◽  
Evidence Based ◽  
Structured Interviews ◽  
Verbal Language ◽  
Parental Recognition

Anxiety is a common co-occurring condition in autism and impacts quality of life of autistic individuals and their families; autistic individuals who speak few or no words represent an under-researched group. This qualitative study aimed to understand more about parental recognition and management of anxiety in autistic individuals who speak few or no words. Semi-structured interviews were conducted with parents/carers of 17 autistic individuals (mage = 14.29) recruited from an existing participant database and social media adverts. Using thematic analysis, 15 themes were placed under three a-priori grand themes: parental recognition of anxiety; parental management of anxiety; and anxiety impact on the autistic individual and their family. Due to reduced verbal language use and overlap with other behaviours, parents described difficulties recognising anxiety in their child. However, they also described use of a number of management strategies, including some which overlap with components of evidence-based interventions for emotional and behavioural problems in autistic individuals (e.g. exposure/sensory calming). Despite this, parents reported that anxiety continues to have significant impact on quality of life. The findings of this study can help to inform the development of targeted intervention and assessment measures for anxiety in autistic individuals who speak few or no words. Lay abstract Anxiety is a common condition in autistic individuals, including those who also have an intellectual disability. Despite this, autistic individuals who have severe to profound intellectual disability, or use few or no words, are often excluded from autism research. There are also very few assessment tools and interventions with known effectiveness for autistic individuals with intellectual disability. In this study, we aimed to learn more about parent/carers experiences of recognising and managing anxiety in autistic individuals who use few or no words. We conducted semi-structured interviews with parents and carers to address three research questions: (1) what techniques and management strategies do parents describe for anxiety-related behaviour in their child; (2) how do communication difficulties impact parental understanding and management of anxiety provoking situations and behaviours; (3) what is the impact of anxiety-related behaviours on the quality of life of autistic individuals and their families? During the interviews, parents described difficulties recognising anxiety in their child, mostly due to reduced verbal language use and anxiety behaviours overlapping with other behaviours (e.g. autism characteristics). However, parents also described use of a number of management strategies, including some which overlap with components of evidence-based interventions for emotional and behavioural problems in autistic individuals (e.g. exposure/sensory calming). Despite this, parents reported that anxiety continues to have significant impact on quality of life. We will use the findings of this study to inform future research to develop assessment tools and interventions for anxiety in autistic individuals who use few or no words.

Examining Teaming and Tier 2 and 3 Practices Within a PBIS Framework

2021 ◽  
pp. 109830072110510
Author(s):  
Rhonda N. T. Nese ◽  
Angus Kittelman ◽  
M. Kathleen Strickland-Cohen ◽  
Kent McIntosh
Keyword(s):  
Behavioral Interventions ◽  
Data Use ◽  
Future Research ◽  
Evidence Based ◽  
Tier 2 ◽  
Behavior Support ◽  
Evidence Based Practices ◽  
Research And Practice ◽  
Positive Behavioral Interventions ◽  
Core Feature

One core feature of Positive Behavioral Interventions and Support (PBIS) is a systems-level teaming process for coordinating staff implementation of evidence-based practices and monitoring student progress across all three tiers. Prior research has shown schools that report regular teaming and team-based data use are more likely to successfully adopt and sustain implementation of multi-tiered systems of behavior support. However, more research is currently needed to better understand the various teaming configurations, structures, and practices commonly used by PBIS teams in typical schools, particularly at advanced tiers. For the current study, members of school and district PBIS teams representing 718 schools were surveyed to better understand (a) teaming configurations and practices currently being used in schools implementing PBIS and (b) common interventions that PBIS teams report implementing at Tiers 2 and 3. Survey findings are discussed, along with implications of those results for future research and practice in applied settings.

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