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Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice
Abstract
In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD. Program elements include (a) qualified and committed professionals, (b) utilitarian environmental supports, (c) effective behavior management plans, (d) valid social skill and social interpretation training and social interaction programs, (e) proven academic support systems, (f) strong parent- and family-involvement programs, (g) coordinated community support mechanisms, and (h) ongoing evaluation of essential program components and student outcomes and progress. A justification for the program and a comparison of the proposed program with existing models is included in the discussion.
... This disability can become a real challenge, and families with children who have EBD need to have appropriate support and accommodations to help their children succeed. According to Simpson et al. (2011), parents and families have a significant impact on the development of children and youth with emotional behavioral issues. In recognition of families' influence on children and youth, and because parents and families are a primary source of support for students with emotional behavioral disorder and other disabilities, there is a clear need to support families in their caregiving responsibilities (Simpson et al., 2011). ...
... According to Simpson et al. (2011), parents and families have a significant impact on the development of children and youth with emotional behavioral issues. In recognition of families' influence on children and youth, and because parents and families are a primary source of support for students with emotional behavioral disorder and other disabilities, there is a clear need to support families in their caregiving responsibilities (Simpson et al., 2011). Parents' involvement in the lives of children with emotional and behavioral disorders significantly impacts the chances of successfully correcting the inappropriate behavioral tendencies (Simpson et al., 2011). ...
... In recognition of families' influence on children and youth, and because parents and families are a primary source of support for students with emotional behavioral disorder and other disabilities, there is a clear need to support families in their caregiving responsibilities (Simpson et al., 2011). Parents' involvement in the lives of children with emotional and behavioral disorders significantly impacts the chances of successfully correcting the inappropriate behavioral tendencies (Simpson et al., 2011). ...
This study was conducted to investigate the relationship between Saudi mothers; environmental factors such as socioeconomic status, education level, marital status; demographic factors such as gender and the age of the child; and the externalizing behavior scores of their children between the ages of 6–18 years old. Externalizing behavior is one of the two behavioral patterns. It is the inappropriate behaviors that are directed regarding the external environment. It reflects conflict with others and violation of social norms like rule-breaking behavior and aggressive behavior. This study was conducted in Saudi Arabia. The focus was to assess whether the mothers’ educational level, socioeconomic status, and marital status predicted the level of inappropriate behavior of their children.
A quantitative data collection methodology was used. The Child Behavior Check List 6–18 (CBCL) instrument was used to collect data from Saudi mothers living in Saudi Arabia and assessed whether the mothers’ educational level, socioeconomic status, and marital status predicted the level of inappropriate behavior of their children. There were 808 participants who participated in the survey. Multiple regression analysis was used in this research. The results of this study were; the age of the child, high household income, and marital status did not present a significant effect on the externalizing behavior of the child. Whereas the gender and mother’s educational background were statistically significant to the externalizing behavior of the child. The limitation, recommendations, implications for future research, and future program were discussed.
... Changing a student's educational setting to a more restrictive one is one such intervention. Resulting from the growing expansion of school districts placing students with ED in alternative educational settings, researchers have identified effective practices to help guide policy within programs similar to Hinton (Bullock & Gable, 2006;Flower, McDaniel & Jolivette, 2011;Neel, Cessna, Borock, & Bechard, 2003;Simpson, Peterson & Smith, 2011). What has been especially absent in the research literature is the perspective of individuals who work within these programs, how collaboration (or lack thereof) with schools impacts their perception of their professional effectiveness, and how a fractured or inequitable relationship may negatively impact the students placed in these programs. ...
When the ‘least restrictive’ educational environment is deemed unsuccessful for students labeled as having emotional disabilities (ED), they are often placed in either self-contained classrooms (when available) or alternative schools. Despite these schools’ growing numbers, little is known about them and their students, who are segregated from the mainstream student population. This qualitative case study focuses on the perspectives of staff (i.e., the principal, school psychologist, teachers, and aids) in one such alternative school for students with ED. Based on interviews, findings revealed staff’s frustration with the: (1) school’s reputation within, and isolation from, the larger school district; (2) lack of follow up and communication with ‘sending schools’; (3) lack of professional development; and (4) lack of oversight from school district administration. The paper also conveys staff’s vision for addressing some of the challenges. These findings may contribute to the largely unsuccessful fulfillment of the school’s original intention—to return its students to their original schools (i.e., the ‘least restrictive’ educational environment). The authors argue that in-depth inquiry into such schools is a social justice issue.
... The diversity of the class imposes great challenges on the educators and it is important for them to know about the diverse nature and the range of varying attributes of the learners. Simpson et al. (2011) stated that there are no universally effective strategies and no one-size-fits-all alternatives for students having emotional and behavioral problems. The intervention methods, when resulting in positive outcomes, are considered to fit the students' individual and unique needs. ...
An inclusive classroom comprises diverse learners with varying levels of abilities, skills, intelligence, and so on. The diversity of the class imposes great challenges on educators and the presence of any deviant behavior should not become a stumbling block for the progress of the children. Problem behaviors of children in the classroom may frustrate the teachers as long as they learn to handle them which is considered to be an integral part of the teaching profession. Numerous best practices have been followed across the globe to manage such behavioral issues exhibited by the students. This chapter would bring in various perspectives of identifying and managing problem behaviors that are commonly found among the young children and the best practices and strategic approaches to tackle such issues piloted by various researchers.
... This has led to the implementation of various educational programs that seek to introduce the development of emotional competence in the classroom [4,5,22]. At the same time, some studies belonging to the fields of Psychology [8][9][10][11], Neuroscience [13][14][15][16], and Behavioral Sciences [17,18] have investigated the importance of emotional education in the education system. In addition, the central role of music has been demonstrated in aspects such as emotional expression, emotional induction, and emotional regulation [29][30][31][32][33][34][35][36][37][38][44][45][46][47]. ...
Interest in the study of emotions in education has grown in recent years. Some of our modern challenges, such as constantly adapting to new scenarios or the need for team work have justified the introduction of emotional competence into educational systems, while diverse studies confirm the relationship between music and emotional intelligence, so that the former could be used as a tool to develop the latter. The aim of this work was to examine the evidence for positive effects of music on the emotions of 3- to 12-year-old children, to which end a systematic re-view was carried out. Two reviewers independently evaluated 424 studies that were identified in MEDLINE, Psycinfo, and CINAHL databases, in order to determine whether they met the stated inclusion criteria. A total of 26 articles were selected for review. The results suggest several beneficial effects of music on children’s development, such as greater emotional intelligence, academic performance, and prosocial skills. It can therefore be concluded that music should be used in school settings, not only as an important subject in itself, but also as an educational tool within other subjects.
... The diversity of the class imposes great challenges on the educators and it is important for them to know about the diverse nature and the range of varying attributes of the learners. Simpson et al. (2011) stated that there are no universally effective strategies and no one-size-fits-all alternatives for students having emotional and behavioral problems. The intervention methods, when resulting in positive outcomes, are considered to fit the students' individual and unique needs. ...
An inclusive classroom comprises diverse learners with varying levels of abilities, skills, intelligence, and so on. The diversity of the class imposes great challenges on educators and the presence of any
behavior should not become a stumbling block for the progress of the children. Problem behaviors of children in the classroom may frustrate the teachers as long as they learn to handle them which is considered to be an integral part of the teaching profession. Numerous best practices have been followed across the globe to manage such behavioral issues exhibited by the students. This chapter would bring in various perspectives of identifying and managing problem behaviors that are commonly found among the young children and the best practices and strategic approaches to tackle such issues piloted
by various researchers.
... However, there seems to be much debate surrounding effective methods for students with EBD. Simpson et al. (2011) reviewed many existing models that outline services and programs for learners with EBD, and from their review developed a model of their own (pp. 233-238). ...
Estimates suggest that nearly 475,000 children and youth attending schools in the US are diagnosed with emotional and behaviour disorders (EBDs) such as childhood depression, dysthymia, conduct disorders, oppositional defiant disorder, attention deficit/hyperactivity disorder, selective mutism, and autism. Estimates of prevalence in Canada are assumed to be equally as high, ranging from >1% to 12%, although a lack of consensus and stability in the definition of EBD across the country makes it very difficult to provide valid estimates. These deficits affect performance in fundamental areas of functioning including behaviour, social interactions, social skill fluency, and academic achievement. Remediation in social skills training (SST) is required to help students with EBD develop in their areas of weakness.
Cet article présente un programme d’intervention développé pour répondre aux besoins complexes des élèves présentant des troubles émotionnels et comportementaux. Il s’appuie sur l’intégration d’une approche sensible aux traumas et structure les pratiques selon une organisation de services multi-paliers en intégrant des mécanismes de soutien aux intervenants appuyés par la recherche sur l’implantation de pratiques. Ce programme transforme graduellement les pratiques et influence la collaboration à l’intérieur du milieu scolaire, ainsi que les collaborations intersectorielles afin de rendre plus complète et efficiente l’offre de services à ces élèves vulnérables et ainsi, espérer un impact plus positif.
This was presented at the Teacher Educators of Children with Behavioral Disorders (TECBD) Virtual Conference with co-presenter Shawna Belanger.
Although the merits of parents using corporal punishment to discipline children have been argued for decades, a thorough understanding of whether and how corporal punishment affects children has not been reached. Toward this end, the author first presents the results of meta-analyses of the association between parental corporal punishment and 11 child behaviors and experiences. Parental corporal punishment was associated with all child constructs, including higher levels of immediate compliance and aggression and lower levels of moral internalization and mental health. The author then presents a process-context model to explain how parental corporal punishment might cause particular child outcomes and considers alternative explanations. The article concludes by identifying 7 major remaining issues for future research.
In 2000, the National Reading Panel compiled a definitive report of effective methods for reading instruction. As a population that generally demonstrates numerous problems with reading, students with emotional and behavioral disorders may benefit from the National Reading Panel's published findings. This review examined and compared the number and outcomes of published reading studies for students with emotional and behavioral disorders before and after the release of the panel's report. Results from the 21 studies meeting inclusion criteria indicated a fivefold increase in publication rate since 2000 and a shift from single to multiple reading measures as study outcomes. Additional results appear consistent with reading conclusions drawn by the National Reading Panel. This review also addresses future directions for researchers.
Characteristics of students with emotional and behavioral problems are presented within the conceptualization of child and adolescent psychopathology. Implications for children in clinical and school settings are included.
This chapter discusses the various ways of effective teaching. The single most important factor in predicting whether or not a teacher will be effective is whether the curriculum that is delivered to students in his or her classroom is linked logically or empirically to the outcomes that are desired. An important instructional variable that has not received a great deal of attention in discussions of effectiveness, until recently, is the variable of success rate. Three obvious levels of success rate may be defined: (1) high success rate is defined as the amount of time students spend in high success experiences where approximately 80% or more correct responses are made, (2) medium success rate is defined as the percentage of time students spend in activities or with curriculum materials that provide them with between 20 and 80% correct responses, and (3) low success rate is defined as the percentage of time students spend in activities or with curriculum materials that provide for approximately 20% or fewer correct responses. High success means that a student would show a low error rate and consider the task to be easy and low success means a student has a high error rate and probably considers the task difficult. It is an important variable in a discussion of effectiveness because very high and very low success rates in classrooms appear to affect student attitudes and student achievement.
The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.
This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.
Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social-emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve on existing knowledge related to the prevention and resolution of young children's challenging behaviors. Of particular concern for the field of behavioral disorders is the lack of correspondence between what is known about effective practices and what practices young children with challenging behavior typically receive. To increase the likelihood that children receive the best of evidence-based practices, the current analysis was conducted to provide a concise synthesis and summary of the principal evidence pertaining to the presence and impact, prevention, and intervention of challenging behaviors in young children. A consensus building process involving review and synthesis was used to produce brief summary statements encapsulating core conclusions from the existing evidence. This article presents these statements along with descriptions of the strength of the supporting evidence. The discussion addresses directions and priorities for practice and future research.