Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful ...postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Educators working with students with emotional and behavioral disorders (EBD) often search for high-interest approaches to enhance evidence-informed practices already in place. The integration of ...animal-assisted activities (AAA) may be a novel and flexible approach with the potential to support a variety of student goals, in particular for students with emotional or behavioral challenges. We provide a brief overview of AAAs across therapeutic, medical, and educational contexts followed by suggestions to design, implement, and monitor an AAA in one’s classroom.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
We investigated the influence of students' emotional and behavioral disorder (EBD) on pre-service teachers' judgments, while considering the frequency of calling on students as a mediator and stress ...as moderator. We conducted an experiment in a simulated classroom. N = 56 pre-service teachers went through a stress manipulation, while N = 46 were not stressed. Path analyses controlling for actual performance showed negative effects of EBD on participants’ judgments and an indirect effect via call frequency. Stressed participants called on students with EBD as often as students without EBD, while unstressed participants called on students with EBD more.
•Experimental study in a simulated classroom and experimental stress manipulation.•Negative effect of students' behavioral disorder on pre-service teachers' judgments.•Students with behavioral disorder were called on more often than students without.•The more often a student was called on, the lower judgments they received.•Stressed participants called on all students equally frequently.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This meta-analysis systematically identified reading intervention research for students with reading difficulties and problem behaviors in grades K–12 to determine the (a) impact of these reading ...interventions on reading outcomes and (b) extent to which reading outcomes varied based on student characteristics (e.g., grade, disability), intervention characteristics (e.g., group size, additional behavioral supports), and quality indicator characteristics. Follow-up analyses investigated three of the four hypothesized mechanisms underlying the high co-occurrence rate between reading difficulties and problem behaviors: (a) reading difficulties lead to future problem behaviors, (b) problem behaviors lead to future reading difficulties, and (c) a bi-directional association exists between reading difficulties and problem behaviors. Eleven studies were identified. There was a statistically significant main effect of reading interventions on reading outcomes (
g =
0.86,
p
< .01). We did not find evidence to support either of the three stated hypotheses. The primary limitation of this study was a lack of reading intervention research for students with reading difficulties and problem behaviors. Due to the limited sample of intervention research to investigate the first three hypotheses, future intervention research is needed to better understand the relationship between reading and behavior difficulties. Furthermore, future reading intervention research is needed to better understand how to best develop a program of instruction for this population of students.
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BFBNIB, DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NMLJ, NUK, OBVAL, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, SIK, UILJ, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Background Chronic kidney disease (CKD) is characterized by progressive renal injury with inevitable functional deterioration. This functional loss is usually slow, progressive, and irreversible. ...Chronic kidney disease profoundly influences the daily routines of pediatric patients and their families, requiring significant psychosocial adaptation by both patients and families.
Objective To assess for potential associations between CKD and emotional/behavioral disorders in adolescents.
Methods This cross-sectional study was done at the Pediatric Nephrology Outpatient Department, Hasan Sadikin Hospital, Bandung, West Java. The consecutive sampling included all patients who fulfilled the following criteria: (1) aged 10-18 years, (2) diagnosed with CKD at least 3 months prior to the study, and (3) whose parents provided informed consent. The Strengths and Difficulties Questionnaire (SDQ) was used to assess emotional/behavioral disorders. Socio-demographic and clinical data were collected from medical records and interviews with parents. Chi-square and Mann-Whitney tests were used in the statistical analyses.
Results A total of 75 subjects with CKD participated in the study. The majority of the subjects were female (53%) and <14 years old (55%). Emotional/behavioral disorders were found in 24 subjects (32%). There were no significant correlations between age, gender, paternal and maternal education level, duration of illness, or treatment with emotional/behavioral problems. However, later stage of CKD was significantly associated with prosocial problems, based on the SDQ assessment.
Conclusion Late stage CKD is significantly associated with prosocial problems of the SDQ scales.
Mental illness is a major public health concern with significant social cost. Symptoms of mental health problems generally emerge during the school-age years. Although effective interventions are ...available to decelerate or eliminate incipient concerns, they are rarely accessible to youth. Evidence suggests that school-based mental health services (SBMHS) have the highest likelihood of reaching youth in need. In this paper, the authors and the Council for Children with Behavior Disorders present a foundation for future policy recommendations relative to the need for SBMHS and recommendations for implementation.
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EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Teacher judgments about student achievement may be biased by factors that go beyond students' actual achievement. Emotional and behavioral disorder (EBD), which is characterized by behavioral ...problems yet unimpaired general cognitive abilities, may be one such biasing characteristic on student level. Moreover, bias may depend on characteristics at teacher level, such as teachers' individual stereotypes about students with EBD. We conducted an experimental study involving N = 102 in-service teachers in a simulated classroom. We examined whether the EBD label influences teachers' judgments in terms of percentage of correct student responses, school grades, and secondary school recommendations. Furthermore, we examined whether teachers' stereotypes regarding EBD (in terms of warmth and competence according to the stereotype content model) moderated this relationship. Regression analyses controlling for students' actual achievement showed that EBD negatively affected the estimated percentage of correct answers, school grades, and secondary school recommendations. Additionally, a moderating effect of stereotypes was found: The probability of students with EBD receiving a recommendation for an academic-track school declined where teachers' stereotype contents were cold and incompetent toward students with EBD. We discuss implications for further research, as well as school practice, such as the implementation of standardized tests for important educational decisions.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
The extant literature suggests that a shared set of deficits (e.g., emotion dysregulation) underlies both internalizing and externalizing emotional and behavioral disorders (EBDs) among youth. As ...such, many Tier 2 interventions contain a similar set of core components, which in turn are associated with global symptom reductions. This conceptual and narrative review of the literature focuses on the potential to optimize transdiagnostic utility and expand the range of targeted domains within a Tier 2 intervention framework; such an approach may maximize the positive effects of interventions across EBD symptoms while simultaneously reducing the burden on schools to implement multiple programs with different targets. Drawing upon this evidence base, we conclude by making recommendations for adapting the content of Tier 2 interventions to achieve transdiagnostic utility in an efficient and sustainable manner.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Validity studies of measures for emotional and behavioral disorders (EBD) for use with preschool children with autism spectrum disorders (ASD) are lacking. The Child Behavior Checklist 1.5–5 (CBCL; ...Achenbach and Rescorla, Manual for the ASEBA Preschool Forms & Profiles. VT: University of Vermont, Research Center for Children, Youth, and Families, Burlington,
2000
), a widely used measure for EBD, contains several norm-referenced scales derived through factor analysis of data from the general pediatric population. In this study, confirmatory factor analysis of archival data evaluated the adequacy of the CBCL factor model in a well characterized sample of preschoolers with ASD (
N
= 128). Psychometric results supported the model and suggested that practitioners can use the CBCL to assess for EBD in young children with ASD in conjunction with other clinical data. This will increase the likelihood of accurate identification and EBD-specific intervention.
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DOBA, EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, IZUM, KILJ, KISLJ, MFDPS, NLZOH, NUK, ODKLJ, OILJ, PILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UILJ, UKNU, UL, UM, UPUK, VKSCE, VSZLJ, ZAGLJ
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