Students With Emotional and Behavioral Disorders and Verbal Aggression: Why School Professionals Should Care and What They Can Do

2021 ◽  
pp. 107429562110214
Author(s):  
Megan R. Worth ◽  
Stephen W. Smith ◽  
Daniel V. Poling
Keyword(s):  
Behavioral Disorders ◽  
Physical Aggression ◽  
Emotional And Behavioral Disorders ◽  
School Personnel ◽  
Verbal Aggression ◽  
Adverse Outcomes ◽  
School Professionals ◽  
Effective Interventions ◽  
High Prevalence ◽  
Prevalent Form

Verbal aggression (VA) is the most prevalent form of aggression perpetrated, experienced, and witnessed by students with victims experiencing a variety of adverse outcomes. Furthermore, VA is known to contribute to physical aggression, especially for students with emotional and behavioral disorders. Despite the high prevalence, researchers suggest that school personnel may not understand the harmful nature of VA. We summarize research about VA, suggest schoolwide initiatives, and propose effective interventions for perpetrators, victims, and bystanders.

Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 27 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Gregory G. Taylor ◽  
Stephen W. Smith
Keyword(s):  
Teacher Perceptions ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Verbal Aggression ◽  
Future Research ◽  
Verbal Aggressiveness ◽  
Teacher Reports ◽  
Perpetrators And Victims ◽  
The Impact ◽  
Problem Behavior In Schools

Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence, frequency, locations, bystander presence and interactions, student responses, and teacher assigned consequences for verbal aggressiveness. A majority of teachers indicated daily student-to-student and student-to-adult VA with students frequently reporting, complaining, or seeking advice. Teachers noted that VA takes place in multiple locations, with at least one bystander present, and they observed victim verbal retaliation and physical assaults. Teacher responses included redirection and verbal warnings. Few teachers reported instruction of alternative prosocial behaviors. We discuss the potential implications of these findings and the impact teacher perceptions may have on strategy selection when addressing VA. We propose a few areas for future research including teachers’ level of concern about the harmfulness of VA, the intent to harm when students with EBD engage in VA, the need for specialized teacher training, and the development of a conceptual framework to inform an integrated and substantive view of the VA phenomenon.

scholarly journals AN INDIVIDUAL LEVEL OF SOCIAL INNOVATIONS FOR RURAL DEVELOPMENT: AGGRESSION AMONG RURAL ADOLESCENTS

2018 ◽  
Author(s):  
Dovilė VALIŪNĖ
Keyword(s):  
Rural Development ◽  
Physical Aggression ◽  
Urban Adolescents ◽  
Social Innovation ◽  
Verbal Aggression ◽  
Rural Adolescents ◽  
Individual Level ◽  
Effective Interventions ◽  
Rural And Urban ◽  
Social Innovations

Social innovation is very important for rural development. It is a lack of researchers about an individual level of social innovations in Lithuania. Adolescents’ aggression is an important social problem that can affect society and social innovations. It needs to find the differences in aggression between rural and urban adolescents because it could help to plan effective interventions for reducing aggressive behavior. The present study aimed to assess the aggression among rural and urban adolescents. It was hypothesized that rural and urban adolescents differ significantly on aggression. In order to verify the above hypothesis a sample of 479 (207 boys; 272 girls) students were selected from Lithuanian schools. The sample includes the similar size of rural (N=242) and urban (N=237) students. The age of participants was from 12 to 17. It was used Aggression Questionnaire developed by Buss and Perry (1992) in this research. The questionnaire involves four subscales: physical aggression, verbal aggression, anger, and hostility. The results showed that urban girls had more physical aggression than rural girls. However, it was not found statistically significant differences in physical aggression among urban and rural boys. Also, it was not found any statistically significant differences in verbal aggression, anger, hostility among urban and rural adolescents.

Parental Perspectives on Comprehensive Services for Children and Youth with Emotional and Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Jennifer Soderlund ◽  
Michael H. Epstein ◽  
Kevin P. Quinn ◽  
Carla Cumblad ◽  
Sonya Petersen
Keyword(s):  
Behavioral Disorders ◽  
Systems Of Care ◽  
Emotional And Behavioral Disorders ◽  
School Personnel ◽  
Community Services ◽  
System Of Care ◽  
Children And Youth ◽  
Policy Makers ◽  
Parents And Children ◽  
Comprehensive Services

Concern about the educational, legal, and psychological/social problems experienced by children and youth with emotional and behavioral disorders (EBD) has led to the development of new approaches to serving these youngsters and their families. One new approach includes the evolution of a comprehensive, community-based system of care. This study solicited parent participation in a county-wide needs assessment designed to create the foundation for the development of a comprehensive system of care. Parents (N = 121) were surveyed to obtain their perceptions of their contacts with various service agencies as well as to gather their input into how comprehensive services could best be designed and implemented. Overall, parents viewed the services their family had received as favorable. However, their needs and concerns focused on obtaining information about community services, finding recreational activities for parents and children, and locating transition programs and alternative schooling for their children. The information presented will prove helpful for policy makers, agency administrators, and school personnel developing systems of care to more effectively address the needs of children with EBD and their families.

Building School Connectedness for Students With Emotional and Behavioral Disorders

2018 ◽  
Vol 54 (2) ◽  
pp. 67-74 ◽  
Author(s):  
Robbie J. Marsh
Keyword(s):  
Risk Behavior ◽  
Behavioral Disorders ◽  
Academic Outcomes ◽  
School Connectedness ◽  
Emotional And Behavioral Disorders ◽  
Intervention Strategies ◽  
Intervention Design ◽  
Health Risk Behavior ◽  
Effective Interventions ◽  
Students With Ebd

Designing and implementing effective interventions for students with emotional and behavioral disorders (EBD) continues to challenge teachers. School connectedness is an emerging construct that is preventative for engagement in health-risk behavior and bullying. This article highlights a shift in intervention design and proposes a multifaceted intervention to meet the unique needs of students with EBD. Each component of the school connectedness construct is discussed with accompanying intervention strategies that can be implemented simultaneously to improve the behavioral and academic outcomes for students with EBD.

scholarly journals A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

2021 ◽  
pp. 019874292110167
Author(s):  
Shanna E. Hirsch ◽  
Allison L. Bruhn ◽  
Sara McDaniel ◽  
Hannah M. Mathews
Keyword(s):  
Behavioral Disorders ◽  
Service Providers ◽  
Emotional And Behavioral Disorders ◽  
School Psychologist ◽  
School Personnel ◽  
School Site ◽  
Communication Instruction ◽  
Related Service ◽  
K 12 ◽  
Assessment Strategies

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

scholarly journals Open Science in the Field of Emotional and Behavioral Disorders

2019 ◽  
Author(s):  
Bryan G. Cook ◽  
John Wills Lloyd ◽  
William Therrien
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Open Data ◽  
Open Science ◽  
Effective Practices ◽  
Effective Interventions ◽  
Primary Means ◽  
Research Findings ◽  
Open Review ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the primary means to identify effective practices. Open science can be used to help verify research findings as trustworthy, as well as improve their accessibility. In this article, we discuss the open science movement and describe five open-science practices (i.e., preregistration, Registered Reports, open data and materials, open access and preprints, and open review) that may help increase the trustworthiness, efficiency, and impact of EBD research. We argue that the implementation of these practices may increase the field’s capacity to identify and verify truly effective practices, and facilitate broad accessibility of the research for all stakeholders; thereby improving policies and instructional practice for students with EBD.

Verbal Aggression Among Students With Emotional and Behavioral Disorders: Teacher Perceptions of Harm, Levels of Concern, and Relationship With Certification Status

2019 ◽  
Vol 28 (4) ◽  
pp. 209-222
Author(s):  
Stephen W. Smith ◽  
Daniel V. Poling ◽  
Megan R. Worth ◽  
Sherry J. Zhou ◽  
Gregory G. Taylor
Keyword(s):  
Special Education ◽  
Teacher Perceptions ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Verbal Aggression ◽  
Special Education Teacher ◽  
12Th Grade ◽  
Intervention Curriculum ◽  
Social Act ◽  
Students With Ebd

Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed 279 first to 12th grade teachers of students with EBD to assess their perceptions about the harmfulness of VA, students’ intent to harm, their concern about the frequency and/or intensity of VA, and concern about types of verbally aggressive messages. We investigated if these perceptions differed when teachers considered students with EBD compared with typical peers and if special education certification related to responsiveness to VA. The majority of teachers reported that VA was either somewhat or very harmful and perceived students with EBD to be just kidding around and not intending to hurt others when perpetrating VA. Compared with noncertified colleagues, certified teachers reported more concern about VA, more intent to harm when students with EBD exhibit VA, and they were more likely than their noncertified counterparts to report the use of a structured intervention/curriculum to reduce VA. We discuss implications for special education teacher preparation and offer suggestions for further research.

Multiple Perspectives on the Barriers to Identification and Management of Pediatric Voice Disorders

2017 ◽  
Vol 2 (3) ◽  
pp. 49-56
Author(s):  
Jana Childes ◽  
Alissa Acker ◽  
Dana Collins
Keyword(s):  
Academic Success ◽  
Voice Disorders ◽  
School Personnel ◽  
Voice Disorder ◽  
Multiple Perspectives ◽  
Vocal Qualities ◽  
High Prevalence ◽  
Pediatric Populations ◽  
Low Incidence ◽  
University Settings

Pediatric voice disorders are typically a low-incidence population in the average caseload of clinicians working within school and general clinic settings. This occurs despite evidence of a fairly high prevalence of childhood voice disorders and the multiple impacts the voice disorder may have on a child's social development, the perception of the child by others, and the child's academic success. There are multiple barriers that affect the identification of children with abnormal vocal qualities and their access to services. These include: the reliance on school personnel, the ability of parents and caretakers to identify abnormal vocal qualities and signs of misuse, the access to specialized medical services for appropriate diagnosis, and treatment planning and issues related to the Speech-Language Pathologists' perception of their skills and competence regarding voice management for pediatric populations. These barriers and possible solutions to them are discussed with perspectives from the school, clinic and university settings.

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