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.

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 Planning and Implementing Student-Led IEPs for Students With EBD

2019 ◽  
Vol 28 (2) ◽  
pp. 90-98
Author(s):  
Mariya T. Davis ◽  
Ingrid K. Cumming
Keyword(s):  
Community Participation ◽  
Behavioral Disorders ◽  
Education Program ◽  
Emotional And Behavioral Disorders ◽  
Individualized Education Program ◽  
Effective Practices ◽  
Individualized Education ◽  
Postsecondary Outcomes ◽  
Support Students ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

Training, Supervising, and Supporting Students With Emotional–Behavioral Disorders as Cross-Age Tutors

2021 ◽  
pp. 105345122110148
Author(s):  
Gavin W. Watts ◽  
John W. McKenna
Keyword(s):  
Behavioral Disorders ◽  
Special Educators ◽  
Skills Training ◽  
Instructional Delivery ◽  
Behavioral Skills ◽  
Intervention Models ◽  
Effective Interventions ◽  
Effective Procedures ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are frequently on the receiving end of intervention models (e.g., social skills training) in which targeted skills are modeled and practiced in unnatural arrangements (i.e., teacher-lead). Special educators consistently report a need for effective interventions and instructional arrangements that promote social-behavioral skills of students with EBD in natural learning environments (i.e., with peers). When students with EBD are provided the opportunity to serve in the role of tutor (i.e., on the instructional delivery end of the model), increases in academic and behavioral skills have been found for both tutors and tutees. This article provides an overview of effective procedures and considerations for training, supervising, and supporting students with EBD as cross-age tutors.

Working Conditions and Special Educators’ Reading Instruction for Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 001440292199982
Author(s):  
Hannah Morris Mathews ◽  
Jennifer L. Lillis ◽  
Elizabeth Bettini ◽  
David J. Peyton ◽  
Daisy Pua ◽  
...  
Keyword(s):  
Reading Instruction ◽  
Behavioral Disorders ◽  
Working Conditions ◽  
Special Educators ◽  
Emotional And Behavioral Disorders ◽  
Collegial Support ◽  
Instruction Time ◽  
Role Conceptions ◽  
Students With Ebd

Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators’ reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators’ instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implications for improving the quality of instruction in self-contained settings for students with EBD.

Social Skills Practice Strategy Opportunities for Students With EBD

2021 ◽  
pp. 107429562110208
Author(s):  
Skip Kumm ◽  
Jacob Reeder ◽  
Erin Farrell
Keyword(s):  
Social Skills ◽  
Behavioral Disorders ◽  
School Environment ◽  
Social Skills Training ◽  
Emotional And Behavioral Disorders ◽  
Skills Training ◽  
Social Skills Interventions ◽  
The Social ◽  
Meta Analyses ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

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.

Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 55 (4) ◽  
pp. 238-244
Author(s):  
Katelyn J. Zirkus ◽  
Joseph J. Morgan
Keyword(s):  
Students With Disabilities ◽  
Behavioral Disorders ◽  
Goal Setting ◽  
Emotional And Behavioral Disorders ◽  
Self Determination ◽  
Planning System ◽  
School Outcomes ◽  
Relevant Variable ◽  
Potential Relationship ◽  
Students With Ebd

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders

2018 ◽  
Vol 44 (2) ◽  
pp. 107-116 ◽  
Author(s):  
Talida M. State ◽  
Brandi Simonsen ◽  
Regina G. Hirn ◽  
Howard Wills
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Behavioral Disorders ◽  
Management Practices ◽  
Emotional And Behavioral Disorders ◽  
Internalizing Behavior ◽  
Dropping Out ◽  
Effective Professional Development ◽  
Professional Development For Teachers ◽  
Students With Ebd

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.

Using Electronic Active Student Responding for Students With EBD

2020 ◽  
Vol 29 (3) ◽  
pp. 174-183
Author(s):  
Benjamin S. Riden ◽  
Jonté C. Taylor ◽  
Theoni Mantzoros
Keyword(s):  
Behavioral Disorders ◽  
Classroom Environment ◽  
Emotional And Behavioral Disorders ◽  
Student Participation ◽  
Effective Implementation ◽  
Active Student Responding ◽  
Students With Ebd

Teachers of students with emotional and behavioral disorders often struggle with increasing student participation while maintaining a positive classroom environment. Active student responding (ASR) occurs when a student says, writes, or engages in some observable response following a question. This article identifies and describes three electronic approaches to ASR and provides teachers with tips for effective implementation with students with emotional and behavioral disorders.

Facilitating High-Quality Relationships for Students With Emotional and Behavioral Disorders in Crisis

2019 ◽  
Vol 55 (4) ◽  
pp. 253-256 ◽  
Author(s):  
Christopher L. Van Loan ◽  
Justin D. Garwood
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Preventive Measure ◽  
Relationship Building ◽  
High Quality ◽  
Teachers And Students ◽  
Quality Relationships ◽  
Students With Ebd

Teaching students who exhibit emotional and behavioral disorders (EBD) can be challenging and requires conscious and insightful strategies to be aware of how teachers interact with their students. An emphasis on high-quality relationships between teachers and students can ameliorate some of the challenges in teaching students with EBD, resulting in a more enjoyable experience for both parties. In the column, the utility of relationship-building as a preventive measure to help decrease the occurrence of crisis behaviors is discussed. Strategies before, during, and after crisis to assist in facilitating high-quality relationships are presented.

Sign in / Sign up

Export Citation Format

Share Document