Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis

2014 ◽  
Vol 40 (1) ◽  
pp. 52-67 ◽  
Author(s):  
Mickey Losinski ◽  
Yojanna Cuenca-Carlino ◽  
Mark Zablocki ◽  
James Teagarden
Keyword(s):  
Behavioral Disorders ◽  
Meta Analysis ◽  
Strategy Development ◽  
Emotional Or Behavioral Disorders

A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders

1999 ◽  
Vol 7 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Mary Magee Quinn ◽  
Kenneth A. Kavale ◽  
Sarup R. Mathur ◽  
Robert B. Rutherford ◽  
Steven R. Forness
Keyword(s):  
Behavioral Disorders ◽  
Social Skill ◽  
Meta Analysis ◽  
Emotional Or Behavioral Disorders

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

An Observational Study of Teachers’ Reading Instruction of Students with Emotional or Behavioral Disorders

2002 ◽  
Vol 27 (3) ◽  
pp. 215-235 ◽  
Author(s):  
Shari Levy ◽  
Sharon Vaughn
Keyword(s):  
Observational Study ◽  
Reading Instruction ◽  
Instructional Practices ◽  
Behavioral Disorders ◽  
Negative Feedback ◽  
Student Behavior ◽  
Limited Knowledge ◽  
Instructional Needs ◽  
Positive Support ◽  
Emotional Or Behavioral Disorders

The authors documented reading instructional practices for students with emotional or behavioral disorders (E/BD) as well as strategies used by teachers to redirect behavior and provide positive support during reading. Six teachers of students with E/BD were observed during reading instruction and interviewed. Three of the six teachers provided some reading instruction that was documented as effective and designed to meet the instructional needs of students. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative feedback dominated four teachers’ reading instruction. Teachers reported limited knowledge about how to teach reading.

The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders

1995 ◽  
Vol 20 (4) ◽  
pp. 253-266 ◽  
Author(s):  
Rhonda J. Moore ◽  
Gwendolyn Cartledge ◽  
Kelly Heckaman
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
Skills Training ◽  
Training Model ◽  
Male Students ◽  
Self Monitoring ◽  
Baseline Design ◽  
Social Skill Instruction ◽  
And Behavior ◽  
Emotional Or Behavioral Disorders

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.

Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders

2003 ◽  
Vol 28 (4) ◽  
pp. 386-400 ◽  
Author(s):  
Sally M. Barton-Arwood ◽  
Joseph H. Wehby ◽  
Philip L. Gunter ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Rating Scales ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Functional Behavior Assessment ◽  
Behavior Assessment ◽  
Future Research ◽  
Intrarater Reliability ◽  
Functional Behavior ◽  
Emotional Or Behavioral Disorders

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.

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