Using Assistive Technology to Generate Social Skills Use for Students With Emotional Behavior Disorders

2018 ◽  
Vol 37 (4) ◽  
pp. 235-244 ◽  
Author(s):  
Francie Murry
Keyword(s):  
Social Skills ◽  
General Education ◽  
Assistive Technology ◽  
Behavior Disorders ◽  
School Personnel ◽  
Emotional Behavior ◽  
Emotional Behavior Disorders ◽  
Education Environment ◽  
Skills Use ◽  
Video Model

Researchers have demonstrated the positive outcomes of using video self-modeling (VSM) with students with emotional behavior disorders (EBDs). VSM typically refers to teacher-created videos demonstrating desired skills or behaviors where the student is the video model performing the skill at a level higher than his or her typical display. The purpose of this article is to demonstrate the ease and effectiveness of a student-created VSM to generate social skills use in rural general education classrooms. Included are the steps three students with EBD used to produce VSM using an e-book application as an assistive technology to promote their performance of social skills in the general education environment. Suggestions are provided for school personnel who want to implement this assistive technology strategy in the general education setting.

scholarly journals First Evaluation of a Population-Based Screen to Detect Emotional-Behavior Disorders in Orphaned Children in Sub-Saharan Africa

2014 ◽  
Vol 18 (6) ◽  
pp. 1174-1185 ◽  
Author(s):  
Carla Sharp ◽  
Amanda Venta ◽  
Lochner Marais ◽  
Donald Skinner ◽  
Molefi Lenka ◽  
...  
Keyword(s):  
Behavior Disorders ◽  
Population Based ◽  
Emotional Behavior ◽  
Sub Saharan Africa ◽  
Orphaned Children ◽  
Emotional Behavior Disorders ◽  
Sub Saharan

scholarly journals Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

10.28945/4060 ◽  
2018 ◽  
Vol 17 ◽  
pp. 127-157
Author(s):  
Millicent L Carmouche ◽  
Jelisa L Thompson ◽  
LaTiegra S Carter
Keyword(s):  
Professional Development ◽  
Behavior Disorders ◽  
Functional Relationship ◽  
Emotional Behavior ◽  
Opportunities To Respond ◽  
Emotional Behavior Disorders ◽  
Task Behavior ◽  
Use Of Technology ◽  
On Task Behavior ◽  
Teacher Coaching

Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

Classroom Management That Works: A Replication Trial of the CW-FIT Program

2018 ◽  
Vol 84 (4) ◽  
pp. 437-456 ◽  
Author(s):  
Howard Wills ◽  
Joseph Wehby ◽  
Paul Caldarella ◽  
Debra Kamps ◽  
Rebecca Swinburne Romine
Keyword(s):  
At Risk ◽  
Classroom Management ◽  
General Education ◽  
Disruptive Behavior ◽  
Differential Reinforcement ◽  
Emotional Behavior ◽  
Tier 2 ◽  
Appropriate Behavior ◽  
Emotional Behavior Disorders ◽  
Intervention Team

The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD). Twenty-one elementary schools, 155 general education teachers, and 324 students participated in the multisite efficacy trial of CW-FIT over 6 months. Procedures included teaching attending skills, setting goals and awarding points for appropriate behavior, and differential reinforcement and rewards. Students not responding to the primary-level intervention received self-management or help cards as Tier 2 supports. Fidelity of intervention implementation was high across 4 years, with fidelity checks across groups and during baseline conditions. The primary outcome variables of engagement, disruptive behavior, and teacher praise and reprimands were assessed with repeated direct observation. Results confirmed that CW-FIT can be used to increase on-task behavior and reduce disruptive behavior of students with or at risk for EBD.

Response to Intervention

2010 ◽  
pp. 313-324
Author(s):  
Michael W. Dunn
Keyword(s):  
Response To Intervention ◽  
General Education ◽  
Assistive Technology ◽  
Learning Disability ◽  
School Personnel ◽  
General Education Teachers ◽  
School Staff ◽  
Group Interventions ◽  
General Education Teacher ◽  
Real Challenge

Response to intervention (RTI) is a method for classifying students with a learning disability. In collaboration with pertinent school staff, the general education teacher designs interventions for students who struggle with core academic skills such as reading, writing, and/or math; the teacher or other school personnel (e.g., paraprofessionals) then implements the interventions. If students do not improve, this data is used to substantiate the students’ classification with a learning disability. Providing individual or small-group interventions can pose a real challenge for general education teachers given the typical demands they face in managing a classroom. To help address this, assistive technology can provide a means for students to practice and develop skills as well as have ongoing data about their progress—without ongoing involvement by the teacher. Assistive technology can be an efficient component in the RTI process.

Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

2005 ◽  
Vol 20 (2) ◽  
pp. 15-23 ◽  
Author(s):  
Tracy L. Blankenship ◽  
Kevin M. Ayres ◽  
John Langone
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Behavior Disorders ◽  
Cognitive Mapping ◽  
Cognitive Maps ◽  
Emotional Behavior ◽  
Content Area ◽  
Probe Design ◽  
Emotional Behavior Disorders ◽  
Reading Material

Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.

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