The Use of the Concrete-representational-abstract (CRA) Sequence to Improve Mathematical Outcomes for Elementary Students with Emotional Behavioral Disorders

2021 ◽  
Author(s):  
Margaret M Flores ◽  
Vanessa M Hinton
Keyword(s):  
Elementary Students ◽  
Behavioral Disorders ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Emotional Behavioral Disorders ◽  
Teaching Mathematics ◽  
Teaching Sequence ◽  
Positive Effects ◽  
Students With Ebd

The concrete-representational-abstract (CRA) sequence is an explicit methodology for teaching mathematics that has been shown to have positive effects for students with EBD. This teaching sequence fosters conceptual understanding and mathematical thinking. This article describes how a teacher used explicit CRA instruction with two elementary students with EBD. Its aims are to describe and provide rationale for CRA instruction. We will describe lesson activities, methods, materials, and procedures. Finally, we will offer suggestions for implementation.

scholarly journals Class teachers’ attitudes towards the importance of the activity of setting up the problem in teaching mathematics to beginners

2018 ◽  
Vol 50 (2) ◽  
pp. 247-268
Author(s):  
Aleksandra Mihajlovic
Keyword(s):  
Work Experience ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Attitude Scale ◽  
University Education ◽  
Future Research ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Positive Effects ◽  
Teachers Attitudes

Besides the actual solving of the problem, the so-called setting up the problem plays a very important role in the field of mathematics and mathematical thinking. When students are engaged in the activity of setting up the problem, they are actually placed in the ?role? of the mathematician as a scientist and offered a possibility to experience a different aspect of mathematics. Still, regardless of the positive effects shown by the results of numerous research studies, this activity is not sufficiently represented in the actual teaching practice of mathematics. Since teachers have the key role in the preparation and implementation of the activity of setting up the problem and their actions can influence the quality of knowledge and understanding of mathematical concepts, as well as students? ideas, the main aim of the research was to determine whether class teachers recognised the importance of organising the activity of setting up the problem in teaching mathematics to beginners. The sample included 161 class teachers. Data were collected using an attitude scale. Combined standard quantitative and qualitative methods were used to process the data. Research results have confirmed that class teachers hold a positive attitude towards the activity of setting up the problem. The established differences with respect to class teachers? work experience and the level of education point to the fact that more attention should be devoted to university education and in-service teacher training when it comes to the activity of setting up the problem. Future research should analyse the extent to which class teachers? teaching practices actually reflect their attitudes.

Special Educators’ Working Conditions, Self-Efficacy, and Practices Use With Students With Emotional/Behavioral Disorders

2020 ◽  
pp. 074193252092412
Author(s):  
Michelle M. Cumming ◽  
Kristen Merrill O’Brien ◽  
Nelson C. Brunsting ◽  
Elizabeth Bettini
Keyword(s):  
Behavioral Disorders ◽  
Working Conditions ◽  
Self Efficacy ◽  
Behavior Management ◽  
Management Practices ◽  
Special Educators ◽  
Emotional Behavioral Disorders ◽  
Equation Modeling ◽  
Future Research ◽  
Students With Ebd

Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators’ provision of effective instructional or behavior management practices for students with EBD in self-contained settings. To fill this crucial gap, we conducted a national survey of 171 special educators serving students with EBD in self-contained settings. Using structural equation modeling, we found special educators who experienced more supportive working conditions (i.e., stronger logistical resources and lower demands) reported more manageable workloads, experienced less emotional exhaustion and stress, felt greater self-efficacy for instruction, and reported using evidence-supported instructional practices more often with their students. Results have implications for future research and practice.

Supporting Teacher Learning: Our Voyage with Knowing and Teaching Elementary Mathematics

2007 ◽  
Vol 13 (9) ◽  
pp. 493-497
Author(s):  
Hortensia Soto-Johnson ◽  
Michele Iiams ◽  
April Hoffmeister ◽  
Barbara Boschmans ◽  
Todd Oberg
Keyword(s):  
Elementary Teachers ◽  
Elementary Students ◽  
Teacher Learning ◽  
Conceptual Understanding ◽  
Elementary Mathematics ◽  
Preservice Elementary Teachers ◽  
Teaching Mathematics ◽  
What Works ◽  
Mathematics Content Courses

When teaching mathematics content courses designed for preservice elementary teachers, we often meet resistance when we ask our students to learn mathematics conceptually; they consider us out of touch with what works in the classroom. Preservice elementary teachers question the need for conceptual understanding, feeling certain that elementary students cannot and will not understand mathematics in this way.

scholarly journals The Effects of Self-Regulated Strategy Development on Students with Emotional/Behavioral Disorders: A Literature Review

2021 ◽  
Author(s):  
Danika Lang
Keyword(s):  
At Risk ◽  
Public Schools ◽  
Literature Review ◽  
Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Emotional Behavioral Disorders ◽  
Strategy Development ◽  
Self Instruction ◽  
Students With Ebd

Students identified with or at risk for emotional/behavioral disorders (EBD) face a number of challenges, both academic and behavioral (Trout et al., 2003). Individuals in this disability category especially struggle due to their challenges with self-regulation skills. These difficulties make it strenuous for students with EBD to regulate their thoughts, feelings, actions, and environments that may serve as distractions when attempting to attend to key learning tasks, including written expression. Self-regulated strategy development (SRSD) is a general framework of intervention designed to guide students through the complex process of writing while embedding necessary strategy instruction in self-monitoring, self-instruction, goal setting, and self-reinforcement (Harris & Graham, 1996). In this literature review, I examine ten studies of the efficacy of SRSD strategy instruction for students identified with or at risk of EBD. Based on the evidence provided by these studies, I venture to make the claim that SRSD is a highly effective writing intervention for students with EBD across grade levels, writing genres, namely narrative, informative, and persuasive, and educational settings such as public schools, specialized private schools, and residential treatment facilities (RTFs).

scholarly journals Effects of a Peer-Tutorial Reading Racetrack on Word Fluency of Secondary Students With Learning Disabilities and Emotional Behavioral Disorders

2021 ◽  
Vol 12 ◽  
Author(s):  
Anne Barwasser ◽  
Karolina Urton ◽  
Matthias Grünke
Keyword(s):  
Learning Disabilities ◽  
Secondary Students ◽  
Behavioral Disorders ◽  
Word Reading ◽  
Emotional Behavioral Disorders ◽  
Students With Learning Disabilities ◽  
Word Fluency ◽  
Baseline Design ◽  
Positive Effects ◽  
Reading Support

Reading difficulties that are not addressed at the primary level continue to exist at the secondary level with serious consequences. Thus, it is important to provide struggling students with specific reading support. In particular, many students with learning disabilities (LD) and emotional behavioral disorders (EBD) demonstrate reading obstacles and are at risk for motivation loss. A multiple baseline design was used to evaluate the effects of a motivational reading racetrack as peer-tutoring on the word reading skills of secondary students with LD with and without EBD. The intervention was conducted through 4–5 baseline and 16–18 reading units three times a week for 15 min over 8 weeks. The results showed positive effects indicating a highly effective treatment. In addition, follow-up results were also promising. Our findings indicate that this multicomponent intervention has a positive effect on the word fluidity of low-achieving students in secondary education with LD and/or EBD.

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.

Emotional behavioral disorders in rats following injection of subconvulsant doses of metrazol

1991 ◽  
Vol 111 (2) ◽  
pp. 135-138 ◽  
Author(s):  
G. N. Kryzhanovskii ◽  
V. I. Rodina ◽  
N. A. Krupina
Keyword(s):  
Behavioral Disorders ◽  
Emotional Behavioral Disorders
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