scholarly journals Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

2018 ◽  
Vol 44 (3) ◽  
pp. 131-147 ◽  
Author(s):  
Gavin W. Watts ◽  
Diane Pedrotty Bryant ◽  
Megan L. Carroll
Keyword(s):  
Behavioral Disorders ◽  
Behavioral Outcomes ◽  
Emotional Behavioral Disorders ◽  
Future Research ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Cross Age Tutoring ◽  
Quantitative Synthesis ◽  
Age Model ◽  
The Cross

The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.

Students With Emotional and Behavioral Disorders as Tutors

2021 ◽  
pp. 105345122110249
Author(s):  
Gavin W. Watts ◽  
Joel C. Kerr
Keyword(s):  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Special Educator ◽  
Social Emotional ◽  
Behavioral Skills ◽  
Tutoring Programs ◽  
Lead Article ◽  
Effective Planning ◽  
Students With Ebd

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features firsthand experiences and insights from a special educator implementing such a program. In addition to identifying the perceived strengths, challenges, and overall outcomes of a CAT-EBD program, the experiences within the case study highlight connections and recommendations for effective planning, training, supervising, and supporting of students with EBD as tutors. Practical strategies are provided in support of the challenges identified in implementing and sustaining a CAT-EBD program.

Common Practice Elements for Improving Social, Emotional, and Behavioral Outcomes of Young Elementary School Students

2018 ◽  
Vol 27 (2) ◽  
pp. 76-85 ◽  
Author(s):  
Kevin S. Sutherland ◽  
Maureen A. Conroy ◽  
Bryce D. McLeod ◽  
Rachel Kunemund ◽  
Kim McKnight
Keyword(s):  
Single Case ◽  
Behavioral Outcomes ◽  
Experimental Designs ◽  
Emotional And Behavioral Problems ◽  
Future Research ◽  
Evidence Based ◽  
Social Emotional ◽  
Practice Elements ◽  
Quasi Experimental ◽  
Students With Ebd

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems experienced by students with EBD is a priority for the field, but there exist implementation challenges in authentic classroom settings. The purpose of this article is to address one implementation barrier by distilling the common practice elements found in evidence-based programs (EBPs) and practices delivered by teachers designed to target the social, emotional, and behavioral problems in young students. We conducted a systematic review of EBPs and early elementary classroom practices that have been evaluated in randomized group designs, quasi-experimental designs, and single-case experimental designs. A total of 103 articles employing 68 group ( n = 53 randomized group designs, n = 15 quasi-experimental designs) and 35 single-case designs were identified, and an iterative process was used to identify common practice elements. Twenty-five practice elements were identified and submitted to review by experts. After expert review, 24 practice elements remained. Implications for practice and training as well as future research are discussed.

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.

The Academic Status of Adolescents with Behavioral Disorders

1989 ◽  
Vol 14 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Michael H. Epstein ◽  
Diane Kinder ◽  
Bill Bursuck
Keyword(s):  
Emotional Disorders ◽  
Behavioral Disorders ◽  
Learning Strategy ◽  
Future Research ◽  
Research Needs ◽  
Academic Status ◽  
Social Emotional ◽  
Behaviorally Disordered ◽  
Academic Instruction ◽  
Emotional Deficits

Academic competence and school performance are important to the successful adjustment of pupils. Unfortunately, along with social-emotional deficits, a primary characteristic of behaviorally disordered pupils is an inability to learn from academic instruction. The purpose of this article is to review the research on the academic status of behaviorally disordered adolescents and to identify future research needs and issues. The research needs identified involve sampling techniques, the selection of dependent measures including curriculum-based assessment, the assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables affecting the achievement of adolescents with social-emotional disorders.

Teaching Students With Emotional/Behavioral Disorders: Teachers’ Burnout Profiles and Classroom Management

2021 ◽  
pp. 106342662110202
Author(s):  
Allison F. Gilmour ◽  
Lia E. Sandilos ◽  
William V. Pilny ◽  
Samantha Schwartz ◽  
Joseph H. Wehby
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
General Education ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Emotional Behavioral Disorders ◽  
Future Research ◽  
Management Skills

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-6 general education and special education teachers who had students with or at-risk for EBD in their classrooms. We then examined if profile membership varied by teacher type (special education vs. general education) and if profile membership was related to teachers’ directly observed classroom management skills. Our results suggest that teachers exhibit three burnout profiles: “flourishing,” “buffered,” and “struggling”; that profile membership did not vary by teacher type; and that burnout profiles were related to teachers’ classroom management skills. These findings suggest teachers may need differential supports when working with students who have EBD and provide directions for future research regarding the association between teacher affect and classroom instruction.

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.

A Systematic Review of Sleep and Circadian Rhythms in Children with Attention Deficit Hyperactivity Disorder

2021 ◽  
pp. 108705472097855
Author(s):  
Upasana Bondopadhyay ◽  
Unai Diaz-Orueta ◽  
Andrew N. Coogan
Keyword(s):  
Systematic Review ◽  
Circadian Rhythms ◽  
Sleep Disturbances ◽  
Behavioral Outcomes ◽  
Future Research ◽  
Narrative Synthesis ◽  
Adhd Symptoms ◽  
Children With Adhd ◽  
Hyperactivity Disorder ◽  
Form Part

Objective: Children and adults with ADHD often report sleep disturbances that may form part of the etiology and/or symptomatology of ADHD. We review the evidence for sleep changes in children with ADHD. Methods: Systematic review with narrative synthesis assessing sleep and circadian function in children aged 5 to 13 years old with a diagnosis of ADHD. Results: 148 studies were included for review, incorporating data from 42,353 children. We found that sleep disturbances in ADHD are common and that they may worsen behavioral outcomes; moreover, sleep interventions may improve ADHD symptoms, and pharmacotherapy for ADHD may impact sleep. Conclusion: Sleep disturbance may represent a clinically important feature of ADHD in children, which might be therapeutically targeted in a useful way. There are a number of important gaps in the literature. We set out a manifesto for future research in the area of sleep, circadian rhythms, and ADHD.

Intervention Mapping Protocol for Developing a Theory-Based Diabetes Self-Management Education Program

2015 ◽  
Vol 29 (2) ◽  
pp. 94-112 ◽  
Author(s):  
Misoon Song ◽  
Suyoung Choi ◽  
Se-an Kim ◽  
Kyoungsan Seo ◽  
Soo Jin Lee
Keyword(s):  
Intervention Mapping ◽  
Behavioral Outcomes ◽  
Management Program ◽  
Self Management ◽  
Behavioral Skills ◽  
Intervention Mapping Protocol ◽  
Behavior Outcomes ◽  
Health Promotion Programs ◽  
And Behavior ◽  
Diabetes Educators

Development of behavior theory–based health promotion programs is encouraged with the paradigm shift from contents to behavior outcomes. This article describes the development process of the diabetes self-management program for older Koreans (DSME-OK) using intervention mapping (IM) protocol. The IM protocol includes needs assessment, defining goals and objectives, identifying theory and determinants, developing a matrix to form change objectives, selecting strategies and methods, structuring the program, and planning for evaluation and pilot testing. The DSME-OK adopted seven behavior objectives developed by the American Association of Diabetes Educators as behavioral outcomes. The program applied an information-motivation-behavioral skills model, and interventions were targeted to 3 determinants to change health behaviors. Specific methods were selected to achieve each objective guided by IM protocol. As the final step, program evaluation was planned including a pilot test. The DSME-OK was structured as the 3 determinants of the IMB model were intervened to achieve behavior objectives in each session. The program has 12 weekly 90-min sessions tailored for older adults. Using the IM protocol in developing a theory-based self-management program was beneficial in terms of providing a systematic guide to developing theory-based and behavior outcome–focused health education programs.

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