A Comparison of Quality of Life Variables for Students with Emotional and Behavioral Disorders and Students Without Disabilities

The importance of quality of life has been increasingly recognized in the field of special education. To date, however, there are no studies focusing exclusively on students with emotional and behavioral disorders (EBD). This study examined quality of life differences between students with EBD and their nondisabled peers in four domains: (a) General quality of life; (b) Self; (c) Relationships; and (d) Environment. Additional analyses compared parent and adolescent ratings. Results indicated adolescents with EBD were significantly more dissatisfied with their quality of life in all domains than their non-EBD peers. No significant within group differences were found for gender or age; however, EBD students in self-contained schools rated self and environment significantly higher than their peers with EBD in public schools. Parents of adolescent with EBD rated their adolescent’s quality of life significantly lower than their adolescent did, while parents of non-EBD adolescents rated their adolescent’s quality of life as significantly higher than did their adolescents. This study has several implications for programming to improve the outcomes among this group of students.     

Inclusion and Students with Emotional/Behavioral Disorders

Summary

This article presents a point/counterpoint approach to the issue of full inclusion of all students with emotional/behavioral disorders. To set the stage for the discussion that follows, the academic, social, and behavioral characteristics of these students pertinent to classroom performance are reviewed. The pros and cons of these four issues are then presented: (a) appropriateness of the general education curriculum for students with EBD; (b) social acceptance and other social competence issues; (c) mental health interventions and supports in general education settings; and (d) legality of full inclusion. Under the legality issue, case law on full inclusion pertaining to students with EBD is briefly reviewed. The basic premise of the authors who are full inclusion opponents is that a continuum of placements, including full-time placement in general education classrooms, should be preserved so that decisions about appropriate settings can be made on an individual basis. The basic premise of the author who is a full inclusion proponent is that, rather than maintaining two separate systems, we should direct our energies toward correcting the inadequacies of the general education classroom for the benefit of all students, including those with EBD.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Literacy Interventions for Secondary Students Formally Identified with Emotional and Behavioral Disorders: Trends and Gaps in the Research

There has historically been much less research on the literacy skills of adolescents with emotional and behavioral disorders (EBD) compared to the amount of intervention research targeting their behavior. Within the limited literacy research available, there are multiple issues that need to be addressed, including (a) a predominant focus on children in elementary school, (b) gender differences in students with EBD, and (c) variation in the labels of research participants. The purpose of this integrative, comprehensive review was to investigate these concerns and provide a summary of the data to guide future research studies. A total of 63 articles targeting the reading and/or writing skills of middle and high school students with EBD were identified, spanning 37 years of research (1980–2016). Analysis of the articles revealed that less than 15% of the participants were female, and the percentage of females included in this research has declined across time; 11 different labels have been used to describe research participants; oral reading fluency, persuasive writing, and reading comprehension were the three most common dependent variables; and less than 5% of studies took place in inclusive general education settings. Recommendations for practitioners serving students with EBD and for researchers are discussed.     

The School Adjustment of Rural Adolescents with and Without Disabilities: Variable and Person-Centered Approaches

This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students identified as English language learners (ELL). Teacher ratings on the Interpersonal Competence Scale-Teacher (ICS-T) were used to assess students’ adjustment on seven factors: academic, affiliative, aggressive, internalizing, popular, Olympian, and shy. Cluster analyses were used to identify distinct configurations of competence and risk separately for boys and girls. Differences between educational classifications were identified for the ICS-T factors and for the interpersonal competence configurations. Students with EBD were overrepresented in Multi-risk configurations (aggressive high-risk profiles), students with LD were overrepresented in both the Multi-risk and Disengaged (non-aggressive high-risk profiles) configurations, and students identified as ELL were overrepresented in Disengaged configurations.     

Effects of self-control training for elementary students with emotional and behavioral disorders

Progressive delay training (PDT) has been used to promote self-controlled choices (i.e., selecting a larger, later reward over a smaller, immediate reward) for people with a variety of developmental characteristics. However, the efficacy of PDT has not been evaluated in children with emotional and behavioral disorders (EBD), who often have co-occurring symptoms of impulsivity. The purpose of this study was to evaluate the effects of PDT with a rule-following requirement on the impulsive choices of 6 elementary students with EBD using a modified changing criterion design. Results indicated that PDT alone did not improve self-control, but a modified version of PDT with a rationale and rule for selecting the delayed reward promoted self-control for 3 participants. The remaining 3 participants continued to make impulsive choices despite further modifications to the PDT protocol. We discuss implications of our results and directions for future research on treating impulsivity in children with EBD.     

A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention (Stop and Think (Knoff in The stop & think social skills program, Sopris West, Longmont, CO, 2001) was used to extend the current literature base for students with EBD. A multiple-baseline across classrooms design was used to examine negative social behavior of five participants attending a self-contained school setting for students with challenging behavior. The primary intervention components included: (a) teach, (b) model, (c) role play, and (d) performance feedback. Specific social skills addressed in intervention were listening, using nice talk, accepting consequences, ignoring others, and following directions. Participants were taught to use a 5-step process for each social skill: (1) stop and think, (2) identify good and bad choices, (3) identify steps to performing the good choice, (4) implement steps, and (5) reflect on the good choice you made. Results indicated students benefitted from 12 sessions of explicit social skills instruction as evidenced by decreases in negative social behavior. Social behavior improvements maintained during 2-week follow-up observations. Decreasing negative social behaviors is important in improving general social and behavioral outcomes as well as demonstrating growth toward being prepared to transition back to less restrictive environments. Limitations, recommendations for future research, and practice implications are discussed.     

Competitive Employment and Service Management for Adolescents and Young Adults with Emotional and Behavioral Disorders

Summary

Adolescents with emotional and behavioral disorders (EBD) pose difficult service delivery problems as they display the types of behaviors that are least tolerated inschool, work, and community settings. This population has (a) the highest drop-out rate (over 50%) and (b) the highest unemployment rate (52%) four years after leaving high school of all disability groups served by special education. Further, there are few transition programs and interventions with documented long-term benefit for this population and age group. Given the variety and severity of the complex problems associated with EBD (e.g., poverty, substance abuse, family planning, counseling, criminal activities, etc.), and the poor transition experiences of this population, it is imperative that a coordinated systern of vocational training and social support be afforded adolescents and young adults with EBD to have maximum effect. This article describes such a service model and summarizes preliminary data on the effect of the program.     

Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph using the simultaneous prompting procedure with embedded non-targeted information related to the writing process. A multiple probe design across participants assessed effectiveness of the procedure. Results indicated that all students learned to compose a paragraph, acquired the non-targeted information, maintained the skills up to 6 weeks later, and generalized the skills to other writing tasks.     

Using Structural Analysis in Natural Settings: A Responsive Functional Assessment Strategy

Since the reauthorization of IDEA (1997), the use of functional assessments to examine factors that are related to students challenging behaviors has gained increasing attention in the literature. Over the past five years, several groups of investigators have conducted systematic analyses of the current status of the use of functional assessment in relation to students with or at risk for emotional/behavioral disorders (EBD). Their findings outline a number of critical, applied research issues for the field to consider. The purpose of this paper is to respond to a number of these issues by highlighting the relevance of structural analysis in addition to and in some cases in lieu of more traditional functional assessments. A brief review of current trends in the functional assessment research is presented as well as a rational for the use of structural analysis to examine the occurrence of appropriate behavior for students with EBD. Finally, illustrations of studies conducting structural analyses in classrooms settings are provided.     

Yoga in an Urban School for Children with Emotional and Behavioral Disorders: A Feasibility Study

Increasingly, school-aged children present with challenging emotional and behavioral problems and may be resistant to traditional special education approaches (Smith et al., Behav Disorders 36(3):185–194, 2011). These programs do not take into consideration the specific needs of students with emotional and behavioral disorder (EBD). We examined the feasibility and potential for positive effects of yoga sessions within a school setting for children with EBD at an urban elementary school. Thirty-seven children with EBD in an urban school completed a yoga intervention in small groups (7–10 students) twice per week for 3 ½ months. Teachers, parents, and students completed a systematic pre- and post-intervention assessment, and yoga instructors completed attendance and behavior checklists. Average attendance for the yoga sessions was 90 %. Eighty percent of responders described being very satisfied with the intervention. Teachers reported improved attention in class (p = 0.01) and adaptive skills (p = 0.03) and reduced depressive symptoms (p = 0.03), behavioral symptoms (p = 0.01), and internalizing symptoms (p = 0.04). No significant changes were found in the parent data and no discernable trend was found in student reports. These data suggest that yoga administered in small groups in an urban school setting is a feasible school intervention for children with emotional and behavioral disorders and may be effective in reducing symptoms.     

Project Destiny

Abstract

Students with emotional and behavioral disorders present significant challenges to educators and community professionals in contemporary practice. At the same time, parents of middle school students experience parenting as a difficult time period that is laden with a variety of feelings. A central strategy for assisting both parents and professionals during this developmental period is to work collaboratively with one another. This sharing of ideas and strategies is helpful in attaining goals for students that are usually not met in the absence of cooperative team work. Furthermore, the recommended direction for service provision for these youth is to work through a coordinated, interagency approach across the community.

This paper presents the first year's methods and initial findings from Project Destiny, a three year study that is attempting to enhance the knowledge and strategies of professionals, parents and community teams for working with middle school students having emotional or behavioral disorders (EBD). Initial results from the project's work in three communities suggest that teachers at the middle schools have been interested and able in acquiring new knowledge and skills for working with the youth. These gains were evident in self-evaluations completed by the teachers. Additionally, 60% of parents of youth with EBD were recruited and participate regularly in parent support and advocacy groups. Efforts to integrate the project with local interagency teams have been somewhat less successful due to the current political and economic climate that has eliminated essential resource personnel on local teams. The Project Destiny model has merit for further replication and further analysis of student performance and will be completed in the final year of the project.     

Focusing on Educational Outcomes

National education goals, content standards, and national tests are the hot topics of the day in educational reform. Special services personnel eventually will be faced with these issues, and can either be part of the discussion from the beginning, or wait and have to deal with someone else's decisions. In this article, we highlight some recent national and state educational reform activities and their probable implications for students with disabilities. We explain in brief the impetus behind the thrust toward an outcomesbased approach to education, and summarize the response of the National Center on Educational Outcomes for Students with Disabilities to this push. Possible ways in which special service providers can act to influence the focus on outcomes are described.     

Real Scenarios and Complementary Lectures: A Classroom Training Approach to Increase Counselor Awareness,Knowledge, and Skill

The purpose of this article is to describe a classroom approach for training counseling students in the area of cross‐cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.     

Metarepresentation: Native Competence and Targets for Instruction

The premise of this article is that the study of representation is valuable and important for mathematics and science students. Learning about representation should go beyond learning specific, sanctioned representations emphasized in standard curricula (graphs, tables, etc.) to include principles and design strategies that apply to any scientific representation, including novel variations and even completely new representations. The article explores what it means to understand representation, what we believe students already know about the topic, and what they can profitably learn about it. The discussion includes learning difficulties-goals for instruction that appear challenging for students and may need particular attention.     

Follow the Reader: An Effective Strategy to Support Students Reading More Complex Text

This article describes how one second-grade teacher implemented Follow the Reader, her term for dyad reading. Common Core expects students to read increasingly complex texts. Teachers can implement dyad reading with this end in mind. It is a modified version of the neurological impress method in which a lead reader and an assisted reader sit side by side and read a shared text aloud in unison. As this article demonstrates, this strategy can be implemented successfully with small groups or an entire class and is effective with both English-proficient and English-learning children. She included fiction and nonfiction texts, daily class discussions, book logs to maintain student accountability, and discussion between partners about texts. She provided modeling for students and gave them time to practice procedures.     

Self-regulation processes and health: the importance of optimism and goal adjustment

This article discusses how self-regulatory models can be used to understand people's response to health threats. The article begins with a general discussion of the principles and assumptions of self-regulatory models of behavior. Two distinct lines of research are then presented addressing two important processes of adaptive self-regulation. First, we provide a brief overview of the literature on optimism and adjustment to chronic disease and other health outcomes. Second, we present an overview of the process of disengagement from unattainable goals, focusing on recent research. We close by making recommendations for future research.     

Toward a Community Career System Program Evaluation Framework

This article presents a framework to guide evaluation activities for school and community programs that attempt to improve career development outcomes for students K‐16. Three essential components to this framework are discussed: (a) a comprehensive career development model for students K‐16, (b) a framework to identify post‐high school outcomes for students, and (c) a program evaluation strategy to address the diverse needs of local communities. The authors hope to engage counselors, career development researchers, and policymakers in a collaborative effort to implement practices and policies that effectively meet the post‐high school transition needs of all students.     

Persuasive Arguments Theory A Test of Assumptions

Persuasive Arguments Theory (PAT) is a noninteractionl theory of group decision making that predicts decision outcomes from the cognitive arguments individuals generate prior to discussion. PAT proponents do not view discussion as a crucial determinant of decision outcomes, but rather as one possible medium for information exchange. On this view, they assume members’ cognitive arguments correspond to arguments produced in discussion and group influence is a function of these stable structures produced outside interaction. As part of a larger research program undertaken to evaluate PAT, this article assesses PAT assumptions about argument and argument influence. Following a review and critique of PAT, five hypotheses are advanced to test its assumptions. Results revealed little correspondence between cognitive and discussion arguments in number, content, or persuasiveness. Additionally, PAT assumptions about argument influence were not supported. Implications for PAT and for the role of communication in group decision making are discussed.     

Creativity in Teaching Case Conceptualization Skills: Role-play to Show the Interconnectedness of Domains

Case conceptualization is an important skill for counselors to master in order to meet treatment needs of clients. Some students struggle while learning this skill, as it requires advanced cognitive complexity, reflection skills, and affective awareness. Further, it is difficult for developing counselors to understand the interconnectedness of clients’ presenting problems, history, and strengths to form a holistic case conceptualization. The authors of this article describe a role-play for teaching the complexity of case conceptualization, in which students role-play various perspectives of psychosocial information and process the experience to create a holistic conceptualization. Activity steps are outlined with examples, and process questions to facilitate classroom discussion are included. Suggestions for implementation are also provided.