Improving the Transition Behavior of High School Students With Emotional Behavioral Disorders Using a Randomized Interdependent Group Contingency

2015 ◽  
Vol 44 (2) ◽  
pp. 208-223 ◽  
Author(s):  
Renee O. Hawkins ◽  
Todd Haydon ◽  
Hilary Denune ◽  
Wallace Larkin ◽  
Nathan Fite
Keyword(s):  
High School ◽  
High School Students ◽  
Behavioral Disorders ◽  
Emotional Behavioral Disorders ◽  
Group Contingency ◽  
School Students ◽  
Transition Behavior ◽  
Interdependent Group Contingency

Examining the Generalization of a Combined Independent and Interdependent Group Contingency for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (4) ◽  
pp. 238-251
Author(s):  
Renee O. Hawkins ◽  
Tai A. Collins ◽  
Lauren Haas Ramirez ◽  
J. Meredith Murphy ◽  
Chelsea Ritter
Keyword(s):  
High School Students ◽  
Behavioral Disorders ◽  
Classroom Behavior ◽  
Visual Analysis ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Group Contingency ◽  
School Students ◽  
Interdependent Group Contingency ◽  
Class Period

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school students and Class 2 included eight high school students. For both classes, systematic direct observation behavior data were collected both in the targeted class period and a second class period identified by teachers as also having high rates of inappropriate behavior. Following baseline, the group contingency was introduced in the targeted period only and then withdrawn before being re-introduced. Visual analysis indicates that implementation of the group contingency led to improvements in classroom behavior in the targeted class period for both groups of students. Also, improvements in student behavior were observed in secondary settings that shared common environmental variables that may have promoted generalization. Discussion focuses on implications for practice and future research examining methods for promoting generalization of behavior change.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

2020 ◽  
pp. 104420732093480
Author(s):  
Nicholas A. Gage ◽  
Dennis A. Kramer ◽  
Kaci Ellis
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Climate ◽  
Behavioral Disorders ◽  
Multilevel Models ◽  
Emotional And Behavioral Disorders ◽  
Climate Data ◽  
School Students ◽  
Perceptions Of School

Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

Evaluating the Effectiveness of Prevent–Teach–Reinforce for High School Students With Emotional and Behavioral Disorders

2020 ◽  
Vol 23 (1) ◽  
pp. 3-16
Author(s):  
Kaitlin Sullivan ◽  
Kimberly Crosland ◽  
Rose Iovannone ◽  
Kwang-Sun Blair ◽  
Leslie Singer
Keyword(s):  
High School ◽  
High School Students ◽  
Problem Behaviors ◽  
Behavioral Disorders ◽  
Functional Behavior Assessment ◽  
Future Research ◽  
School Students ◽  
Behavior Intervention Plans ◽  
Functional Behavior ◽  
Teachers And Students

Although there is a wealth of research supporting the effectiveness of using functional behavior assessment (FBA) to inform development of behavior intervention plans (BIPs), schools continue to find the FBA and BIP process challenging for implementation, particularly for students with emotional and/or behavioral disorders (EBDs) in high school settings. The current study evaluated the use of the prevent–teach–reinforce (PTR) FBA model for three high school students with EBD in self-contained settings. Results indicated that PTR was effective at reducing problem behaviors and increasing replacement behaviors for all three students. Teachers implemented the interventions with high levels of fidelity. Social validity scores obtained from both teachers and students indicated acceptability of the PTR process and outcomes. Limitations and areas for future research are suggested.

scholarly journals The Prevalence of Iron Deficiency Anemia among High School Students in Iran: A Systematic Review

2017 ◽  
Vol 2 (1) ◽  
pp. 1 ◽  
Author(s):  
Reza Alipoor ◽  
Mohammad Saeed Gholami ◽  
Reza Heidari-Soureshjani ◽  
Mohammad reza Rajabi ◽  
Mohammad Javad Anari ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Iron Deficiency ◽  
Behavioral Disorders ◽  
Iron Deficiency Anemia ◽  
Academic Failure ◽  
The Body ◽  
Learning Problems ◽  
Deficiency Anemia ◽  
School Students

Introduction: Iron is one of the most important elements forming the body and an essential metal for many biological processes in mammals. According to studies, anemia can cause numerous side effects in the body. Because of the effectiveness of iron in myelinated nerves, this illness can cause hearing loss and vision problems as well, and in students, it can even cause academic failure and learning problems and intensify behavioral disorders. Therefore, to collect the statistics of the prevalence of the disorder in order to inform parents, the present study was conducted to assess the prevalence of iron deficiency anemia in high school students in Iran using meta-analysis method.Method: This study was continued in review form using the key words anemia, iron deficiency anemia, and anemia prevalence with a review of the articles in Pubmed, Iranmedex databases and Scientific Information Database of SID in related topics with 89 articles. Time domain for searching articles and related books and was mainly from 1991 onwards.Results: Studies on the prevalence of iron deficiency anemia in high school students show different results. Recent statistics based on published articles at home and abroad show the prevalence of iron deficiency anemia equal to 10.6%, (with a 95% confidence interval: 9.7 to 11.5) until 2014.Conclusion: The disease can cause hearing and vision disorders in adolescents. Moreover, it can cause academic failure and learning problems and intensify behavioral disorders in students.  Given that children's health is an indicator of health planning of family for them, attention to the factors preventing iron deficiency anemia and its treatment is essential for students. Following this study, it is suggested that by correcting diet as the first step of prevention of catching this diseases, we take a step towards preventing it.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2022 ◽  
pp. 369-395
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey

1996 ◽  
Vol 21 (4) ◽  
pp. 306-314 ◽  
Author(s):  
Veronica A. Runnheim ◽  
William R. Frankenberger ◽  
Michael N. Hazelkorn
Keyword(s):  
High School ◽  
High School Students ◽  
Behavioral Disorders ◽  
Junior High School ◽  
Emotional And Behavioral Disorders ◽  
Maladaptive Behavior ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Morning Dosage ◽  
Students With Ebd

Three-hundred and ninety-six teachers of students with emotional and behavioral disorders (EBD) in Wisconsin provided information about 1,300 students in their classes who were receiving medication for treatment of Attention Deficit Hyperactivity Disorder (ADHD). Results of the survey revealed that 40% of elementary school, 32% of middle/junior high school, and 15% of high school students with EBD were identified as having ADHD and were being treated for it with medication. The teachers reported that the most common types of medication were Ritalin (66%), Dexedrine (11 %), Cylert (7%), and Imipramine (5%). The most frequent morning dosage for Ritalin and Dexedrine was 10 mgs. Teachers of students with EBD did not believe that ADHD was under-diagnosed, and they did believe that medication effectively reduced maladaptive behavior.

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