scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

Teacher-Delivered Strategies to Increase Students’ Opportunities to Respond: A Systematic Methodological Review

2019 ◽  
Vol 45 (2) ◽  
pp. 67-84 ◽  
Author(s):  
Eric Alan Common ◽  
Kathleen Lynne Lane ◽  
Emily D. Cantwell ◽  
Nelson C. Brunsting ◽  
Wendy Peia Oakes ◽  
...  
Keyword(s):  
Quality Indicators ◽  
Evidence Based Practice ◽  
Sound Studies ◽  
Evidence Based ◽  
Group Instruction ◽  
Response Cards ◽  
Future Directions ◽  
Evidence Based Practices ◽  
Opportunities To Respond ◽  
K 12

We conducted this systematic review to map the literature and classify the evidence-based status of teacher-directed strategies to increase students’ opportunities to respond (OTR) during whole-group instruction across the K-12 continuum. Specifically, we conducted this review to determine whether OTR could be classified as an evidence-based practice according to Council for Exceptional Children’s Standards for Evidence-Based Practices in Special Education. We examined the extent to which 21 included studies addressed quality indicators and evidence-based practice standards using a modified, weighted criterion for methodologically sound studies. Three studies met all eight quality indicators and 11 studies met or exceeded 80% of quality indicators following a weighted criterion to define methodologically sound studies. Results indicated teacher-directed OTR strategy of response cards in K-12 school settings to be a potentially evidence-based practice. Educational implications, limitations, and future directions are discussed.

Active Support: A Systematic Review and Evidence-Based Practice Evaluation

2011 ◽  
Vol 49 (3) ◽  
pp. 166-171 ◽  
Author(s):  
Jeffery P. Hamelin ◽  
Peter Sturmey
Keyword(s):  
Systematic Review ◽  
Evidence Based Practice ◽  
Effect Sizes ◽  
Future Research ◽  
Evidence Based ◽  
User Engagement ◽  
Data Points ◽  
Promising Treatment ◽  
Independent Variable ◽  
Reported Data

Abstract Researchers have evaluated active support in agencies for persons with developmental disabilities to increase staff assistance and service user engagement. A systematic review identified two studies in which researchers reported three experimental evaluations of active support. Only one experiment showed a clear functional relationship between active support with “ineffective” to “questionable” percentage of nonoverlapping data points effect sizes and acceptable percentage of all nonoverlapping data points effect sizes. Two experiments did not show experimental control; however, there was evidence that the investigators in these studies did not sufficiently manipulate the independent variable. Based on these data, active support only meets Chambless and Hollon's (1998) criterion for a “promising treatment” but not an evidence-based practice. Future research on active support should demonstrate that the experimenter manipulated the independent variable and reported data on individual participants.

Federal Policy on Improving Outcomes for Students With Emotional and Behavioral Disorders: Past, Present, and Future

2018 ◽  
Vol 44 (2) ◽  
pp. 97-106 ◽  
Author(s):  
Jennifer Freeman ◽  
Mitchell L. Yell ◽  
James G. Shriner ◽  
Antonis Katsiyannis
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Federal Policy ◽  
Emotional And Behavioral Disorders ◽  
Drop Out ◽  
Evidence Based ◽  
Policy Recommendations ◽  
Evidence Based Practices ◽  
School Drop Out ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with disabilities are included in schools, (b) requiring schools to meet the unique needs of learners, and (c) providing funding to support the development and implementation of evidence-based practices. Our purpose in this article is to examine the progress and challenges related to the development of federal policy supports for students with EBD, and to offer recommendations to help guide the future development of policy. Specifically, we (a) recognize the important developments of the last 30 years in policy protections and funding for students with EBD, (b) identify current challenges and emerging opportunities in several areas related to the identification and support of students with EBD, and (c) offer policy recommendations related to strengthening the use of the functional assessment and personnel capacity development.

Teacher–Student Working Alliance Among Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 38 (6) ◽  
pp. 753-761
Author(s):  
Christen Knowles ◽  
Christopher Murray ◽  
Jeff Gau ◽  
Jessica R. Toste
Keyword(s):  
Working Alliance ◽  
Behavioral Disorders ◽  
Factor Model ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Confirmatory Factor Analyses ◽  
Task Goal ◽  
Teacher Student ◽  
Teacher Data ◽  
Students With Ebd

Children with emotional and behavioral disorders (EBD; N = 182) and their teachers ( N = 76) completed an instrument designed to assess the quality of their classroom working alliance. Confirmatory factor analyses conducted on student and teacher data, based on prior research conducted with normative samples, confirmed a two-factor model of classroom working alliance among students with EBD and their teachers. Follow-up analyses of student and teacher scores on items and constructs indicated that students reported greater bonding and greater task/goal alliance than did their teachers. This finding suggests that students with EBD had more positive views of their relationship than did teachers. The implications of these findings for future research are discussed.

Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis

2019 ◽  
Vol 85 (3) ◽  
pp. 367-386 ◽  
Author(s):  
Robin Parks Ennis ◽  
Mickey Losinski
Keyword(s):  
Students With Disabilities ◽  
Quality Indicators ◽  
Video Modeling ◽  
Explicit Instruction ◽  
Single Case ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Future Research ◽  
Evidence Based ◽  
Meta Analyses

Proficiency with fractions is one of the most significant predictors of later mathematics achievement. However, there are currently no meta-analyses that assess the literature base on fractions for students with or at risk for disabilities using quality indicators. We applied the 2014 Council for Exceptional Children Standards for Evidence-Based Practices in Special Education (CEC EBP) to 21 studies, both single-case and group designs, with instructionally based fraction interventions, published from 1986 to 2017. Ten of the included studies met all of the CEC EBP quality indicators, and effect sizes ranged from g = 0.42 to 11.51 across interventions. Publication bias was mixed but limited across the research base. Included studies examined the effects of anchored instruction, explicit instruction, graduated instruction, strategy instruction, and video modeling; explicit instruction was determined to be an evidence-based practice when applying the CEC EBP standards. We offer limitations and directions for future research in this area.

scholarly journals Academic and Behavioral Interventions for Students with Emotional and Behavioral Disorders (EBD): A Systematic Review

2018 ◽  
Vol 8 (2) ◽  
pp. 1 ◽  
Author(s):  
Nai-Cheng Kuo ◽  
Loretta Aniezue ◽  
Ashley Herzberg ◽  
Stephanie Cruz ◽  
Olivia Rodriguez
Keyword(s):  
Systematic Review ◽  
Public Education ◽  
Behavioral Disorders ◽  
Behavioral Interventions ◽  
Emotional And Behavioral Disorders ◽  
Empirical Studies ◽  
Vital Role ◽  
Evidence Based Practices ◽  
Wide Range ◽  
Students With Ebd

Teachers who work with students with emotional and behavioral disorders (EBD) play a vital role in public education, but they often experience a wide range of challenges when working with this group of students. To improve the quality of instruction for students with EBD, teachers not only need to equip themselves with a repertoire of up-to-date evidence-based practices, but also know the limitations of these practices. Through a systematic review of empirical studies published in peer-reviewed journals between 2006 and early 2018, this study reviews and discusses practical teaching and research implications on serving and supporting students with EBD in public education.

Sign in / Sign up

Export Citation Format

Share Document