What Is Special About Special Education for Students with Emotional or Behavioral Disorders?

Landrum, Timothy J.; Tankersley, Melody; Kauffman, James M.

doi:10.1177/00224669030370030401

Cited by 222 publications

(171 citation statements)

References 60 publications

(61 reference statements)

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“…In this respect, Landrum et al (2003) propose reinforcement, whether positive, differential, or negative, and precise requests as effective EBD interventions. Fletcher-Campbell and Wilkin (2003) advocate clear, unambiguous rules of conduct, continuous positive feedback when pupils follow the rules, and a hierarchy of sanctions for rule-breaking which is made clear to pupils at the outset.…”

Section: Instructional and Social-emotional School Environmentmentioning

confidence: 99%

“…In comparison with other special needs groups, pupils with EBD are less likely to graduate and have lower reading and mathematics scores (Groom & Rose, 2004). Pupils with EBD are twice as likely to drop out of the education system prematurely as pupils without EBD (Landrum, Tankersley, & Kaufmann, 2003). Children with serious conduct problems run a high risk of developing lifelong patterns of social maladjustment (Kauffman, 2005) and pupils with lower educational attainment run a significantly higher risk of breaking the law after leaving school (Cleary, Fitzgerald, & Nixon, 2004).…”

Section: Introductionmentioning

confidence: 99%

“…Primary schools can play an important role in the early detection and adequate treatment of pupils who suffer from EBD or who are at risk of developing EBD. However, Landrum et al (2003) stressed that pupils with EBD are not typically identified at an early age when their problems are most amenable to treatment, and that probably only a fraction of those who need intervention actually receive treatment. Hallahan et al (2005) pointed out that most emotional and behavioural problems are not addressed until they have become severe and protracted.…”

Section: Introductionmentioning

confidence: 99%

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Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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Authors' BiographiesTon Mooij is a professor of educational technology at the Open University of The Netherlands (Heerlen) and an educational research manager at ITS (Radboud University Nijmegen). His research concerns educational, instructional and ICT conditions required to improve social and cognitive learning processes and outcomes for pupils, teachers, schools, and wider school environments.Ed Smeets is a senior researcher at ITS. His main research interests include special educational needs, learning and instruction, and ICT in education.1 Towards systemic support of pupils with emotional and behavioural disorders AbstractChildren with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social-emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at 12 mainstream primary schools in five different regions in The Netherlands. The results show that the schools focus on providing an adequate social-emotional environment and a corresponding system to detect and manage EBD.However, they lack a coherent pedagogical-didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.

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Section: Instructional and Social-emotional School Environmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Towards systemic support of pupils with emotional and behavioural disorders

Mooij

Smeets

2009

International Journal of Inclusive Education

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“…Students with emotional and behavioral disorders (EBD) commonly engage in behaviors (e.g., verbal and physical aggression; social skills acquisition and performance deficits) that negatively influence both their ability to successfully negotiate peer and adult relationships and their educational experience (Cullinan and Sabornie 2004;Landrum et al 2003;Walker et al 1992;Walker et al 2004). Namely, when students are unable to negotiate social demands and meet teachers' expectations for school success , school becomes a formidable task.…”

Section: Introductionmentioning

confidence: 99%

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

et al. 2007

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This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed.

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“…Students with E/BD display both internalizing and externalizing behaviors such as, noncompliance, verbal and physical aggression, off-task behavior, and disruption. These persistent behaviors hinder a student's ability to benefit from vital learning opportunities (Gresham, Lane, MacMillan, & Bocian, 1999;Landrum, Tankersley, & Kauffman, 2003;Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). On-task behavior is defined as the student looking at the teacher while s/he is talking, talking to the teacher about the assignment, talking to other students about the assignment during approved group work, or looking at and working on the assignment.…”

Section: Virtual Coaching With Videoconferencing For Special Educatiomentioning

confidence: 99%

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

2018

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Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

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What Is Special About Special Education for Students with Emotional or Behavioral Disorders?

Cited by 222 publications

References 60 publications

Towards systemic support of pupils with emotional and behavioural disorders

Towards systemic support of pupils with emotional and behavioural disorders

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

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