behaviorally disordered students: Topics by Science.gov

Sample records for behaviorally disordered students

Multicultural Issues in the Education of Students with Behavioral Disorders.

ERIC Educational Resources Information Center

Peterson, Reece L., Ed.; Ishii-Jordan, Sharon, Ed.

This book examines the effect of racial, ethnic, and cultural factors on the process of identifying and serving students with emotional or behavioral disorders. The book acknowledges the importance of diversity among students with behavioral disorders, and the need to consider their diversity in identifying their behaviors and intervening to…
A comparison of disordered eating attitudes and behaviors among Filipino and American college students.

PubMed

Madanat, H N; Hawks, S R; Novilla, M L

2006-09-01

The purpose of this study was to compare the levels of eating disordered attitudes and behaviors among college students in the United States and the Philippines. A convenience-based cross-sectional survey. General education classes in one college in Manila and another in the Western US. 340 college students. A paper-pencil survey was given to the students in the classroom consisting of Eating Attitudes Test (EAT-26) and demographic variables. Eating disordered attitudes and behaviors (scoring 20 or more on EAT-26) was the dependent variable, while gender and country of residence were the two main independent variables. Frequency distributions, chi-squares, and logistic regression analysis were employed to summarize and analyze the data. Filipino students were 10.9 times (p-value <0.0001) more likely to have eating disordered attitudes and behaviors than their American counterparts controlling for the demographics collected. This relationship remained significant when regression models were done for each gender separately. In addition, married students and more specifically married female students were more likely to have eating disordered attitudes and behaviors than single students or single females. Arguments are made as to why higher levels of eating disordered attitudes and behaviors are observed among Filipino college students. These results provide important information about the levels of eating disordered attitudes and behaviors in the Philippines and may be useful for developing future education programs.
A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Little, M. Annette; Casey, Amy M.; Lambert, Warren; Wehby, Joseph; Weisenbach, Jessica L.; Phillips, Andrea

2009-01-01

Early identification of students who might develop emotional and behavioral disorders (EBD) is essential in preventing negative outcomes. Systematic screening tools are available for identifying elementary-age students with EBD, including the "Systematic Screening for Behavior Disorders" (SSBD) and the "Student Risk Screening…
The Case for Individualizing Behavior Management Approaches in Inclusive Classrooms

ERIC Educational Resources Information Center

Grossman, Herbert

2005-01-01

In today's heterogeneous classrooms, one-method-fits-all-students behavior management approaches are ineffective and often harmful. To succeed with all of their students, teachers should determine whether students have emotional disorders, conduct/behavior disorders, robust male-typical behavior patterns, culturally influenced behavior, learning…
The Association between Mental Health and Violence among a Nationally Representative Sample of College Students from the United States.

PubMed

Schwartz, Joseph A; Beaver, Kevin M; Barnes, J C

2015-01-01

Recent violent attacks on college campuses in the United States have sparked discussions regarding the prevalence of psychiatric disorders and the perpetration of violence among college students. While previous studies have examined the potential association between mental health problems and violent behavior, the overall pattern of findings flowing from this literature remain mixed and no previous studies have examined such associations among college students. The current study makes use of a nationally representative sample of 3,929 college students from the National Epidemiologic Study on Alcohol and Related Conditions (NESARC) to examine the prevalence of seven violent behaviors and 19 psychiatric disorder diagnoses tapping mood, anxiety, personality, and substance use disorders. Associations between individual and composite psychiatric disorder diagnoses and violent behaviors were also examined. Additional analyses were adjusted for the comorbidity of multiple psychiatric diagnoses. The results revealed that college students were less likely to have engaged in violent behavior relative to the non-student sample, but a substantial portion of college students had engaged in violent behavior. Age- and sex-standardized prevalence rates indicated that more than 21% of college students reported at least one violent act. In addition, more than 36% of college students had at least one diagnosable psychiatric disorder. Finally, the prevalence of one or more psychiatric disorders significantly increased the odds of violent behavior within the college student sample. These findings indicate that violence and psychiatric disorders are prevalent on college campuses in the United States, though perhaps less so than in the general population. In addition, college students who have diagnosable psychiatric disorders are significantly more likely to engage in various forms of violent behavior.
The Association between Mental Health and Violence among a Nationally Representative Sample of College Students from the United States

PubMed Central

Schwartz, Joseph A.; Beaver, Kevin M.; Barnes, J. C.

2015-01-01

Objectives Recent violent attacks on college campuses in the United States have sparked discussions regarding the prevalence of psychiatric disorders and the perpetration of violence among college students. While previous studies have examined the potential association between mental health problems and violent behavior, the overall pattern of findings flowing from this literature remain mixed and no previous studies have examined such associations among college students. Methods The current study makes use of a nationally representative sample of 3,929 college students from the National Epidemiologic Study on Alcohol and Related Conditions (NESARC) to examine the prevalence of seven violent behaviors and 19 psychiatric disorder diagnoses tapping mood, anxiety, personality, and substance use disorders. Associations between individual and composite psychiatric disorder diagnoses and violent behaviors were also examined. Additional analyses were adjusted for the comorbidity of multiple psychiatric diagnoses. Results The results revealed that college students were less likely to have engaged in violent behavior relative to the non-student sample, but a substantial portion of college students had engaged in violent behavior. Age- and sex-standardized prevalence rates indicated that more than 21% of college students reported at least one violent act. In addition, more than 36% of college students had at least one diagnosable psychiatric disorder. Finally, the prevalence of one or more psychiatric disorders significantly increased the odds of violent behavior within the college student sample. Conclusions These findings indicate that violence and psychiatric disorders are prevalent on college campuses in the United States, though perhaps less so than in the general population. In addition, college students who have diagnosable psychiatric disorders are significantly more likely to engage in various forms of violent behavior. PMID:26445360
Academic Achievements, Behavioral Problems, and Loneliness as Predictors of Social Skills among Students with and without Learning Disorders

ERIC Educational Resources Information Center

Zach, Sima; Yazdi-Ugav, Orly; Zeev, Aviva

2016-01-01

This study aimed to examine to what extent academic achievements, learning disorders, behavior problems and loneliness explain the variance of students' social skills. The differences between students diagnosed with learning disorders and students without learning disorders in all four variables were examined. Participants were 733 elementary…
Stop the Blame Game: Teachers and Parents Working Together to Improve Outcomes for Students with Behavior Disorders

ERIC Educational Resources Information Center

Davis, Melissa

2014-01-01

Students with behavior disorders often require specific interventions to improve their behavioral outcomes. Common interventions to use with these students include teaching appropriate behaviors, focusing on positive behaviors, noting the start of behaviors and intervening early, and providing appropriate reinforcements. To enhance the…
The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings

ERIC Educational Resources Information Center

Hamilton, Jennifer L.

2007-01-01

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…
Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement.

ERIC Educational Resources Information Center

Sindelar, Paul T.; And Others

1985-01-01

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…
Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey.

ERIC Educational Resources Information Center

Runnheim, Veronica A.; And Others

1996-01-01

Wisconsin teachers provided information on 1,300 students with emotional and behavioral disorders (EBD) who were receiving medication for attention deficit hyperactivity disorder (ADHD). The ADHD/EBD students comprised approximately 26% of all EBD students. The most common medication was Ritalin, and teachers believed the medication effectively…
The Education of Behavior Disordered Students. Report of the West Virginia Task Force.

ERIC Educational Resources Information Center

West Virginia State Dept. of Education, Charleston. Bureau of Learning Systems.

The report presents findings of a West Virginia task force on a program study for behavior disordered students in early childhood education, middle childhood education, and adolescent education. The first section presents a synopsis of studies on current research and best practices in the education of behavior disordered students. The conclusions…
Preparing To Integrate Students with Behavioral Disorders. Working with Behavioral Disorders: CEC Mini-Library.

ERIC Educational Resources Information Center

Gable, Robert A.; And Others

This booklet reviews the literature and offers guidelines to assist in the integration of students with behavioral disorders into mainstream settings and the delivery of appropriate instructional services to these students. In Part I, Robert A. Gable and Virginia K. Laycock offer practical advice on how principals, other administrators, and…
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Singh, Nirbhay N.

2004-01-01

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…
College Student Stress: A Predictor of Eating Disorder Precursor Behaviors

ERIC Educational Resources Information Center

Shelton, Virginia L.; Valkyrie, Karena T.

2010-01-01

Eating disorders are compulsive behaviors that can consume a person's life to the point of becoming life threatening. Previous research found stress associated with eating disorders. College can be a stressful time. If stress predicted precursor behaviors to eating disorders, then counselors would have a better chance to help students sooner. This…
Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature

ERIC Educational Resources Information Center

Spencer, Vicky G.

2006-01-01

This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social…
Constant Time Delay: One Way to Provide Positive Behavioral Support for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Stevens, Kay B.; Lingo, Amy S.

2005-01-01

Teachers of students with emotional and behavioral disorders (EBD) understand conceptually, emotionally, and legally the importance of using research-based procedures as well as positive behavioral supports. One way to provide positive behavioral support for students with EBD is constant time delay (CTD). CTD is an instructional delivery procedure…
Special Educators' Knowledge regarding Psychotropic Interventions for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Ryan, Joseph B.; Reid, Robert; Ellis, Cynthia

2008-01-01

The use of psychotropic interventions to manage the inappropriate behaviors displayed by students with emotional and behavior disorders has become more common over the past several decades. The efficacious use of these medications requires monitoring students for desired behavioral outcomes as well as potential side effects. Educators are in an…
Alcohol Expectancies and Drinking Behaviors among College Students with Disordered Eating

ERIC Educational Resources Information Center

Rush, Christina C.; Curry, John F.; Looney, John G.

2016-01-01

Objective: The authors investigated binge drinking, alcohol expectancies, and risky and protective drinking behaviors in relation to disordered eating behaviors in male and female college students. Participants: The full sample consisted of 7,720 undergraduate students, 18 to 22 years of age. Drinking behaviors were analyzed in 4,592 recent…
A Program of Behavioral Objectives for the Students.

ERIC Educational Resources Information Center

McDowell, Thomas, Comp.; Sharbaugh, Marilyn, Comp.

Provided is a program of behavioral objectives for use with speech handicapped preschool and elementary level children in the areas of articulation disorders, language disorders, stuttering, tongue thrust, and voice. Communication disorders are defined as substandard behaviors which interfere with the student's ability to perform acceptably for…

An Integrative, Cognitive-Behavioral, Systemic Approach to Working with Students Diagnosed with Attention Deficit Hyperactive Disorder

ERIC Educational Resources Information Center

Shillingford, Margaret Ann; Lambie, Glenn W.; Walter, Sara Meghan

2007-01-01

Attention deficit hyperactive disorder (ADHD) is a prevalent diagnostic disorder for many students, which correlates with negative academic, social, and personal consequences. This article presents an integrative, cognitive-behavioral, systemic approach that offers behaviorally based interventions for professional school counselors to support…
Positive Approaches to Behavior Management: Monograph 5. Monograph Series in Behavior Disorders.

ERIC Educational Resources Information Center

Eyde, Donna R.

Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a…
Teaching Independent Student Behaviors to Behaviorally Disordered Youth.

ERIC Educational Resources Information Center

Brown, Virginia L.

The chapter outlines an approach to teaching behavior-disordered students to follow the largely unwritten rules of being "good students." A section on research and theory addresses attributions and perceptions, dependence, study skills, and social skills training. Assessment philosophy and procedures are reviewed, including the collection of…
Beyond Time Out: A Practical Guide to Understanding and Serving Students with Behavioral Impairments in the Public Schools. Second Edition.

ERIC Educational Resources Information Center

Stewart, John

This text is designed, through the use of a developmental framework, to support effective work with students with behavior disorders and students who have behavior disorders and additional disabilities. Presentation of developmental theory, case studies and illustrations explain many puzzling aspects of problem behavior and outline appropriate…
Examining the Effectiveness of Numbered Heads Together for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hunter, William; Haydon, Todd

2013-01-01

Challenging behaviors displayed in both general education classrooms and self-contained classrooms by students with emotional behavioral disorders (EBD) can be a difficult challenge for novice and experienced teachers (Kennedy & Jolivette, 2008; Turnbull, Turnbull, & Wehmeyer, 2010). Furthermore, students with EBD demonstrate broad…
School Counselors Serving Students with Disruptive Behavior Disorders

ERIC Educational Resources Information Center

Grothaus, Tim

2013-01-01

School counselors are in a prime position to collaborate with school and community stakeholders to both prevent and respond to the challenges experienced and exhibited by students with one or more disruptive behavior disorders (DBD). In this article, the DBDs discussed include conduct disorder, oppositional defiant disorder, intermittent explosive…
Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

ERIC Educational Resources Information Center

Hudson, Tina Marlene; Hinkson-Lee, Kim; Collins, Belva

2013-01-01

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…
Validation of the Systematic Screening for Behavior Disorders in Middle and Junior High School

ERIC Educational Resources Information Center

Caldarella, Paul; Young, Ellie L.; Richardson, Michael J.; Young, Benjamin J.; Young, K. Richard

2008-01-01

The Systematic Screening for Behavior Disorders (SSBD), a multistage screening system designed to identify elementary school--age children at risk for emotional and behavioral disorders, was evaluated for use with middle and junior high school students. During SSBD Stage 1, teachers identified 123 students in grades 6 through 9 with…
The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Rasheed, Saleem A.; Fore, Cecil, III; Jones, Arthur; Smith, Latisha

2012-01-01

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…
Behavior Modification/Traditional Techniques for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Mooney, Paul; Ryan, Joseph B.; Gunter, Philip L.; Denny, R. Kenton

2012-01-01

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…
Online social networking addiction among college students in Singapore: Comorbidity with behavioral addiction and affective disorder.

PubMed

Tang, Catherine So-Kum; Koh, Yvaine Yee Woen

2017-02-01

This study aimed to determine the prevalence of addiction to social networking sites/platforms (SNS) and its comorbidity with other behavioral addiction and affective disorder among college students in Singapore. 1110 college students (age: M=21.46, SD=1.80) in Singapore completed measures assessing online social networking, unhealthy food intake and shopping addiction as well as depression, anxiety and mania. Descriptive analyses were conducted to investigate the prevalence and comorbidity of behavioral addiction and affective disorder. Chi-square tests were used to examine gender differences. The prevalence rates of SNS, food and shopping addiction were 29.5%, 4.7% and 9.3% respectively for the total sample. SNS addiction was found to co-occur with food addiction (3%), shopping addiction (5%), and both food and shopping addiction (1%). The comorbidity rates of SNS addiction and affective disorder were 21% for depression, 27.7% for anxiety, and 26.1% for mania. Compared with the total sample, students with SNS addiction reported higher comorbidity rates with other behavioral addiction and affective disorder. In general, females as compared to males reported higher comorbidity rates of SNS addiction and affective disorder. SNS addiction has a high prevalence rate among college students in Singapore. Students with SNS addiction were vulnerable to experience other behavior addiction as well as affective disorder, especially among females. Copyright © 2016. Published by Elsevier B.V.
Psychological Correlates of Help Seeking for Eating-Disorder Symptoms in Female College Students

ERIC Educational Resources Information Center

Meyer, Dinah F.

2005-01-01

This study investigated the psychological correlates of treatment seeking for eating disorders in female college students. Results indicated that 56% of the 106 participants with eating-disorder symptomatology did not believe their behaviors warranted therapy. Women with eating-disorder symptoms who did not believe their behaviors warranted…
The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students.

PubMed

Keyes, Corey L M; Eisenberg, Daniel; Perry, Geraldine S; Dube, Shanta R; Kroenke, Kurt; Dhingra, Satvinder S

2012-01-01

To investigate whether level of positive mental health complements mental illness in predicting students at risk for suicidal behavior and impaired academic performance. A sample of 5,689 college students participated in the 2007 Healthy Minds Study and completed an Internet survey that included the Mental Health Continuum-Short Form and the Patient Health Questionnaire screening scales for depression and anxiety disorders, questions about suicide ideation, plans, and attempts, and academic impairment. Just under half (49.3%) of students were flourishing and did not screen positive for a mental disorder. Among students who did, and those who did not, screen for a mental disorder, suicidal behavior and impaired academic performance were lowest in those with flourishing, higher among those with moderate, and highest in those with languishing mental health. Positive mental health complements mental disorder screening in mental health surveillance and prediction of suicidal behavior and impairment of academic performance.
Understanding Challenging Behaviors of Students with Autism Spectrum Disorder in Physical Education

ERIC Educational Resources Information Center

Lee, Jihyun; Haegele, Justin A.

2016-01-01

Challenging behaviors of students with autism spectrum disorder (ASD) may occur for a variety of reasons. These behaviors can contribute to the emotional burnout of teachers and impact the learning and safety of the student with ASD and his or her classmates. Physical education is one educational context where high and multiple risks of…
Project Baby Care: A Parental Training Program for Students with Emotional and Behavioral Disorders (EBD)

ERIC Educational Resources Information Center

Roberts, Catherine; Wolman, Clara; Harris-Looby, Judy

2004-01-01

Statistics indicate that many victims of fatalities from abuse are children of teenage parents. Profiles of typical abuse perpetrators match the characteristics of many students with emotional and behavioral disorders (EBD) and place them at higher risk of acting impulsively and using violent and abusive behaviors. Teaching students parenting…
Re-Engaging School Dropouts with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Wilkins, Julia; Bost, Loujeania Williams

2015-01-01

Students with emotional and behavioral disorders have the highest dropout rates of any student group--about 40%. The outcomes for students who drop out of school are dire but are particularly bleak for students with poor academic, interpersonal, and decision-making skills. Helping students earn a high school diploma and gain the skills needed to…
The Impact of a Year-Long, Same School Social Skills Instruction Program on Students' with Verified Behavioral Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders Perceptions of Program Effectiveness

ERIC Educational Resources Information Center

Gaden, Gregory G.

2012-01-01

The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…
Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis

ERIC Educational Resources Information Center

Gage, Nicholas A.; Lewis, Timothy J.; Stichter, Janine P.

2012-01-01

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on…
The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders.

ERIC Educational Resources Information Center

Lo, Ya-yu; Loe, Scott A.; Cartledge, Gwendolyn

2002-01-01

A study examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on antisocial behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. Results indicated moderate reduction in antisocial behaviors during small-group social skills instruction. (Contains…
A Corrective Teaching Approach to Replace Undesired Behaviors in Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cortez, Edith Garcia; Malian, Ida M.

2013-01-01

Students with emotional and behavioral disorders (EBD) typically exhibit significant behavioral excesses or deficits that interfere with their learning and sometimes that of their peers in the classroom. These behaviors can generally be described as either external and easily noticed (e.g., disruption, aggression) or internal and easily overlooked…

Themes and Dimensions of Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Mustian, April L.; Cuenca-Sanchez, Yojanna

2012-01-01

Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit…
The Psychoeducational Philosophy: Programming Implications for Students with Behavioral Disorders.

ERIC Educational Resources Information Center

Fink, Albert H.

1988-01-01

The article describes factors relevant to the psychoeducational model of intervention with behavior disordered students, including values, biological predispositions, psychological development, and continuity of experience. The therapeutic potential of the teacher and the curriculum in helping students generate personal resources for coping is…
Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Oliver, Regina M.; Reschly, Daniel J.

2010-01-01

Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…
School-Wide Positive Behavioral Interventions and Supports for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

McCurdy, Barry L.; Thomas, Lisa; Truckenmiller, Adrea; Rich, Sara House; Hillis-Clark, Patricia; Lopez, Juan Carlos

2016-01-01

This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school-wide positive behavioral interventions and supports in a self-contained school serving students with emotional and behavioral disorders. The traditional practices of a universal…
Anger Management Effects on Middle School Students with Emotional/Behavioral Disorders: Anger Log Use, Aggressive and Prosocial Behavior

ERIC Educational Resources Information Center

Kellner, Millicent H.; Bry, Brenna H.; Salvador, Diana S.

2008-01-01

This study examined the impact of a classroom-based, 10-week, cognitive-behavioral, anger management program plus booster sessions on middle school students with emotional disorders attending a therapeutic day school. Forty-five students were in the study; 20 received the program. The program group completed significantly more anger logs compared…
Academic Performance, Social Competence, and Mainstream Accommodations: A Look at Mainstreamed and Nonmainstreamed Students with Serious Behavioral Disorders.

ERIC Educational Resources Information Center

Meadows, Nancy B.; And Others

1994-01-01

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…
Using Comparison Peers as an Objective Measure of Social Validity: Recommendations for Researchers

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A.

2013-01-01

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…
Eating and Exercise Disorders in Young College Men.

ERIC Educational Resources Information Center

O'Dea, Jennifer A.; Abraham, Suzanne

2002-01-01

Used the Eating and Exercise Examination to investigate the eating, weight, shape, and exercise behaviors of 93 male college students. About 20 percent of respondents displayed eating attitudes and behaviors characteristic of eating disorders and disordered eating. They were similar to female students in eating attitudes, undereating, overeating,…
Disordered Eating Behaviors and Food Addiction among Nutrition Major College Students.

PubMed

Yu, Zhiping; Tan, Michael

2016-10-26

Evidence of whether nutrition students are free from food-related issues or at higher risk for eating disorders is inconsistent. This study aimed to assess disordered eating behaviors and food addiction among nutrition and non-nutrition major college students. Students ( n = 967, ages 18-25, female 72.7%, white 74.8%) enrolled at a public university completed online demographic characteristics surveys and validated questionnaires measuring specific disordered eating behaviors. Academic major category differences were compared. Additionally, high risk participants were assessed by weight status and academic year. Overall, 10% of respondents were a high level of concern for developing eating disorders. About 10.3% of respondents met criteria for food addiction. In addition, 4.5% of respondents had co-occurrence of eating disorder risk and food addiction risk out of total respondents. There were no significant differences in level of concern for developing an eating disorder, eating subscales, or food addiction among academic majors. The percentage of high risk participants was lower in the underweight/normal weight group than in the overweight/obese group in health-related non-nutrition major students but not in nutrition students. Early screening, increasing awareness, and promoting healthy eating habits could be potential strategies to help treat and prevent the development of disorders or associated health conditions in nutrition as well as non-nutrition students.
Best Practices in Programs for Children with Emotional Behavioral Disorders

ERIC Educational Resources Information Center

Bak, Nicole L.

2013-01-01

Students with emotional behavioral disorders (EBD) are educated in restrictive placements at higher rates than students in other disability categories due to their challenging behavior and inability to function in the general educational environment (Bullock & Gable, 2006). The increasing utilization of alternative programming to educate…
Serving Students with or At-Risk for Emotional and Behavior Disorders: Future Challenges.

ERIC Educational Resources Information Center

Lane, Kathleen Lynne L.; Gresham, Frank M.; O'Shaughnessy, Tam E.

2002-01-01

Four challenges in the emotional/behavioral disorders field are discussed: implementation of empirically validated screening procedures; better understanding of the curriculum and instruction currently used to educate students with emotional disturbances; investigation of the relationship between underachievement and externalizing behaviors; and…
The Effects of Block Scheduling on Students with Emotional Behavioral Disorders and/or Attention Deficit-Hyperactivity Disorder.

ERIC Educational Resources Information Center

Tenney, Mark G.

This study discusses the outcomes of a survey of 23 educators from 19 high schools on a block schedule in New Hampshire. Educators from each school were asked their perceptions of the effects of the block schedule on students identified as having emotional/behavioral disorders and/or attention deficit-hyperactivity disorders (ADHD) in comparison…
The Relation between the Academic Achievement of Students with Emotional and Behavioral Disorders and Teacher Characteristics

ERIC Educational Resources Information Center

Gage, Nicholas A.; Adamson, Reesha; MacSuga-Gage, Ashley S.; Lewis, Timothy J.

2017-01-01

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified…
Reducing Behavior Problems among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting

ERIC Educational Resources Information Center

Pas, Elise T.; Johnson, Stacy R.; Larson, Kristine E.; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P.

2016-01-01

Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers…
Corrective Reading as a Supplementary Curriculum for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

McDaniel, Sara C.; Houchins, David E.; Terry, Nicole P.

2013-01-01

Reading deficits among students with emotional and behavioral disorders (E/BD) are well documented. One approach to addressing these deficits has been providing students with intensive and explicit reading instruction. In this study, 31 students with E/BD and reading deficits in self-contained settings were provided with 8 weeks of…
Severe Behavior Disorders of Children and Youth. Monograph in Behavioral Disorders, Volume 16.

ERIC Educational Resources Information Center

Rutherford, Robert B., Jr., Ed.; Mathur, Sarup R., Ed.

This volume presents 13 papers focusing on definition and assessment, interventions, comprehensive systems for services, and teacher training issues related to students with emotional and behavioral disorders. Papers include: "The State of the Art in Behavioral Disorders: Changing Problems, Populations, and Paradigms--Keynote Paper"…
College Students' Perceptions of Peers with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Matthews, Nicole L.; Ly, Agnes R.; Goldberg, Wendy A.

2015-01-01

Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary…
Understanding and Developing Academic and Behavioral Interventions for Students with Bipolar Disorder

ERIC Educational Resources Information Center

Killu, Kim; Crundwell, R. Marc A.

2008-01-01

Despite significant advances in practices for effectively designing and delivering instruction for students with disabilities, educators continue to face challenges addressing the needs of students with emotional and behavioral disorders. Little information is available for educators on accommodations and modifications that would serve the needs…
Patterns of Compensatory Behaviors and Disordered Eating in College Students

ERIC Educational Resources Information Center

Schaumberg, Katherine; Anderson, Lisa M.; Reilly, Erin; Anderson, Drew A.

2014-01-01

Objective: The current study investigated rates of endorsement of eating-related compensatory behaviors within a college sample. Participants: This sample included male and female students (N = 1,158). Methods: Participants completed the Eating Disorder Examination Questionnaire (EDE-Q). The study defined 3 groups of students: those who did not…
Using Puppets with Students with Emotional and Behavioral Disorders.

ERIC Educational Resources Information Center

Caputo, Rosario Anthony

1993-01-01

This article suggests ways in which special educators of students with emotional and behavioral disorders can introduce puppets into their classrooms as educational and therapeutic instruments. Puppets are able to help students identify problems and find rational solutions in a nonthreatening situation. Two sample applications are included. (DB)

Interactive Pharmacological and Behavioral Management of a Hyperactive Attention Deficit Disordered Child in an Elective Pharmacy Clerkship.

ERIC Educational Resources Information Center

Hill, John W.; Gourley, Dick R.

The principles of behavior analysis and basic behavioral definitions were utilized by clinical pharmacy students within an interdisciplinary setting to recognize and reinforce the spontaneously occurring on-task desirable behaviors of an 8-year-old hyperactive, attention deficit disordered child. Data gathered by pharmacy students from a case…
Effects of an Interdependent Group Contingency on the Transition Behavior of Middle School Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hawkins, Renee O.; Haydon, Todd; McCoy, Dacia; Howard, Andrea

2017-01-01

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three…
Use of Drawings to Identify Thought Impairment among Students with Emotional and Behavioral Disorders: An Exploratory Study

ERIC Educational Resources Information Center

White, Catherine Roller; Wallace, JoAnna; Huffman, Lynne C.

2004-01-01

This study explores how children's drawings, as rated on the Formal Elements Art Therapy Scale (FEATS), are related to their emotional and behavioral health. Participating students (ages 8-16, N=53), attending a therapeutic day school for students with emotional and behavioral disorders, drew a picture of a person picking an apple from a tree…
Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle

2016-01-01

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…
Social Skills Training and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Casey, Kathryn J.

2012-01-01

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest…
Ethical Issues in Rural Programs for Behavior Analysis for Students with Disabilities

ERIC Educational Resources Information Center

Young-Pelton, Cheryl A.; Dotson, Tyler D.

2017-01-01

Procedures derived from the field of applied behavior analysis (ABA) have extensive research support for use with students with disabilities, such as autism spectrum disorder, intellectual disability, and emotional and behavioral disorders. These procedures should be implemented within the parameters of professional and ethical guidelines to…
Teacher Implementation of Trial-Based Functional Analysis and Differential Reinforcement of Alternative Behavior for Students with Challenging Behavior

ERIC Educational Resources Information Center

Flynn, Susan D.; Lo, Ya-yu

2016-01-01

The purpose of this study was to examine the effects of a training package on three middle school special education teachers' accurate implementation of trial-based functional analysis (TBFA) and differential reinforcement of alternative behavior (DRA) with their students with autism spectrum disorders or emotional and behavioral disorders in the…
Vegetarian Students in Their First Year of College: Are They at Risk for Restrictive or Disordered Eating Behaviors?

ERIC Educational Resources Information Center

Trautmann, Julianne; Rau, Stephanie I.; Wilson, Mardell A.; Walters, Connor

2008-01-01

This study compared restrictive and disordered eating behaviors in vegetarian versus non-vegetarian first-year college students. The Dutch Eating Behavior Questionnaire (DEBQ) and the abbreviated Eating Attitudes Test (EAT-26) were used to assess eating behaviors (n=330). The mean restrictive DEBQ and the EAT-26 scores of vegetarians were…
The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting

ERIC Educational Resources Information Center

Kennedy, Christina

2010-01-01

In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one…
Helping Students with Emotional and Behavioral Disorders Solve Mathematics Word Problems

ERIC Educational Resources Information Center

Alter, Peter

2012-01-01

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…
Culturally Responsive Writing Instruction for Secondary Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Chiu, Calli Lewis; Carrero, Kelly M.; Lusk, Mandy E.

2017-01-01

Research suggests that teachers often do not adequately prepare students with emotional and behavioral disorders (EBD) to utilize organizational structures and basic writing skills that are necessary to produce cohesive essays. Among the challenges of effectively teaching writing to secondary students with EBD is how to deliver culturally…
Teaching Stimulus Classes to Encourage Independent Purchasing by Students with Severe Behavior Disorders.

ERIC Educational Resources Information Center

Gardill, M. Cathleen; Browder, Diane M.

1995-01-01

Three students (ages 12 and 13) with developmental disabilities and severe behavior disorders were taught independent purchasing skills. To bypass the need for money computation skills, discrimination between three stimulus classes of frequent purchases (vending machine snack, convenience store snack, lunch) were trained. Two students mastered the…
An Analysis of Functional Assessment in Relation to Students with Serious Emotional and Behaviour Disorders.

ERIC Educational Resources Information Center

Cowick, Blaine; Storey, Keith

2000-01-01

This article reviews the functional assessment paradigm in relation to students with serious emotional and behavioral disorders who have well developed cognitive abilities and linguistic skills. Based on the needs of these students, the Assessment Intervention Process, a system for facilitating the development of effective positive behavior plans…
Capacity and Opportunity: Predicting Engagement for Middle School Students with Behavioral Disorders

ERIC Educational Resources Information Center

Herron, Marsha Dempsey; Martin, Jim

2015-01-01

This study examined the capacity and opportunity scores of 36 middle school students with emotional and behavioral disorders (EBD) on the student version of the "American Institutes for Research (AIR) Self-Determination Scale" across three school engagement factors: grade point averages (GPA), school absences, and frequency of school…
Teaching Students with Emotional and Behavioral Disorders to Self-Advocate through Persuasive Writing

ERIC Educational Resources Information Center

Cuenca-Sanchez, Yojanna; Mastropieri, Margo A.; Scruggs, Thomas E.; Kidd, Julie K.

2012-01-01

We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the…
Teaching Online Social Skills to Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Morgan, Joseph John; Higgins, Kyle; Miller, Susan; Pierce, Thomas B.; Boone, Randall; Tandy, Richard

2016-01-01

Students with emotional and behavioral disorders (EBDs) often lack appropriate social skills. Participation in direct and explicit instruction related to social skills is common in their educational programming. For these interventions to be effective, it is important that students have the opportunity to apply them in the natural environment.…
Legal Issues and Teachers of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Yell, Mitchell L.; Gatti, Shelley L. Neilsen

2012-01-01

Federal and state laws exert an important influence on the education of students with emotional and behavioral disorders. The most important of these laws is the Individuals with Disabilities Education Act. States and school districts must adhere to the requirements of IDEA when educating students with disabilities in special education programs.…
Republication of "Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders"

ERIC Educational Resources Information Center

Dunlap, Glen; Kern, Lee; dePerczel, Maria; Clarke, Shelley; Wilson, Diane; Childs, Karen E.; White, Ronnie; Falk, George D.

2018-01-01

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance…
Disordered Eating Behaviors and Sexual Harassment in Italian Male and Female University Students.

PubMed

Romito, Patrizia; Cedolin, Carlotta; Bastiani, Federica; Saurel-Cubizolles, Marie-Josèphe

2016-08-01

The aim of this study is to describe sexual harassment among Italian university students and analyze the relationship between harassment and disordered eating behaviors. An observational survey was conducted among university students at Trieste University (Italy) in spring 2014. Students answered an anonymous self-administered questionnaire about sexual harassment, including three domains-sexual harassment, unwanted comments on physical appearance, cyber-harassment-and disordered eating behaviors. The global sexual harassment index was computed with three levels: Level 0, no harassment; Level 1, harassment in at least one of the three domains; and Level 2, harassment in two or three domains. Disordered eating behaviors were classified by at least one of the following: (a) eating without being able to stop or vomiting at least once or twice a month, (b) using laxatives or diuretics at least once or twice a week, (c) monitoring weight every day, and (d) dieting at least very often. The sample included 759 students (347 men and 412 women; 18-29 years old). Experiencing sexual harassment was related to eating disorder symptoms for both genders with a regular gradient: the higher the harassment score, the more frequent the disordered eating behavior symptoms, even after adjusting for age and previous sexual violence. The association was stronger for males than females. Sexual harassment and disordered eating behaviors have long been considered mainly a female problem. Men are not exempt from these problems and in some cases may be more affected than women. The topics should be assessed in men and women.
Disordered Eating Behaviors and Food Addiction among Nutrition Major College Students

PubMed Central

Yu, Zhiping; Tan, Michael

2016-01-01

Evidence of whether nutrition students are free from food-related issues or at higher risk for eating disorders is inconsistent. This study aimed to assess disordered eating behaviors and food addiction among nutrition and non-nutrition major college students. Students (n = 967, ages 18–25, female 72.7%, white 74.8%) enrolled at a public university completed online demographic characteristics surveys and validated questionnaires measuring specific disordered eating behaviors. Academic major category differences were compared. Additionally, high risk participants were assessed by weight status and academic year. Overall, 10% of respondents were a high level of concern for developing eating disorders. About 10.3% of respondents met criteria for food addiction. In addition, 4.5% of respondents had co-occurrence of eating disorder risk and food addiction risk out of total respondents. There were no significant differences in level of concern for developing an eating disorder, eating subscales, or food addiction among academic majors. The percentage of high risk participants was lower in the underweight/normal weight group than in the overweight/obese group in health-related non-nutrition major students but not in nutrition students. Early screening, increasing awareness, and promoting healthy eating habits could be potential strategies to help treat and prevent the development of disorders or associated health conditions in nutrition as well as non-nutrition students. PMID:27792162

Prevalence of mental disorders in 6-16-year-old students in Sichuan province, China.

PubMed

Qu, Yuan; Jiang, Hongyun; Zhang, Ni; Wang, Dahai; Guo, Lanting

2015-05-13

To investigate the point prevalence of mental disorders in school students, multistage cluster stratified random sampling and two-phase survey methods were used to identify 40 primary and middle schools. The students were screened using the Chinese version of the Child Behavior Checklist and diagnosed using the Mini International Neuropsychiatric Interview. The prevalence of behavioral problems was 19.13%. The prevalence of behavioral problems significantly differed by sex, age, city of residence, and caretaker. The six-month prevalence of any mental disorder was 15.24% (95% CI: 15.49%-16.97%). Psychiatric disorders were more prevalent in boys (17.33%) relative to girls (13.11%; p < 0.01). The prevalence of mental disorders significantly differed by community and caretaker, and 36.46% of students exhibited comorbidity. Results demonstrated important mental health issues, with a high incidence of comorbidities, in this population. Students' mental health requires increased attention, particularly in poverty-stricken areas and left-behind children and adolescents.
Effects of Environmental Stimulation on Students Demonstrating Behaviors Related to Attention Deficit/Hyperactivity Disorder: A Review of the Literature

ERIC Educational Resources Information Center

Vostal, Brooks R.; Lee, David L.; Miller, Faith

2013-01-01

Behaviors characteristic of attention deficit/hyperactivity disorder (ADHD) often interfere with students' and their classmates' learning, and interventions targeting these behaviors may be particularly important in schools. This article reviews studies in which researchers manipulated environmental stimulation during task presentation…
Effective Practices/Interventions for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Bock, Stacey Jones; Borders, Christy

2012-01-01

Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not…
Therapeutic Programs for Students with Behavior Disorders in Public Schools

ERIC Educational Resources Information Center

Kuo, Nai-Cheng

2017-01-01

The Department of Justice has a responsibility to ensure that all programs serving students with emotional and behavioral disorders (EBD) abide by laws, as do state governments. This study took a close look at a Department of Justice's investigation of the appropriateness of a behavior intervention program (that is, the Georgia Network for…
Conservatism and the Underidentification of Students with Emotional and Behavioral Disorders in Special Education

ERIC Educational Resources Information Center

Wiley, Andrew L.; Kauffman, James M.; Plageman, Kristen

2014-01-01

Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…
School Social Work Interventions with Behaviorally Disordered Children: Practical Applications of Theory.

ERIC Educational Resources Information Center

McCullagh, James G., Ed.; McCullagh, Cheryl A., Ed.

The handbook, intended for school social workers and related services personnel in Iowa who work with behavior disordered students, consists of 21 papers organized into four sections. The first section provides an orientation to behavior disorders in two papers: "Behavioral Disorders in Iowa--An Overview" (Carl R. Smith and Jeff Grimes);…
Examining the Case for Functional Behavior Assessment as an Evidence-Based Practice for Students with Emotional and Behavioral Disorders in General Education Classrooms

ERIC Educational Resources Information Center

Scott, Terrance M.; Alter, Peter J.

2017-01-01

This article is a review of functional behavior assessment studies in general education setting for students with emotional and behavioral disorders. The studies were assessed in accordance with published standards for evidence-based practices. Overall, few studies met criteria for inclusion in this review and even fewer studies included all three…
Excessive Time on Social Networking Sites and Disordered Eating Behaviors Among Undergraduate Students: Appearance and Weight Esteem as Mediating Pathways.

PubMed

Murray, Marisa; Maras, Danijela; Goldfield, Gary S

2016-12-01

Social networking sites (SNS) are a popular form of communication among undergraduate students. Body image concerns and disordered eating behaviors are also quite prevalent among this population. Maladaptive use of SNS has been associated with disordered eating behaviors; however, the mechanisms remain unclear. The present study examined if body image concerns (e.g., appearance and weight esteem) mediate the relationship between excessive time spent on SNS and disordered eating behaviors (restrained and emotional eating). The sample included 383 (70.2 percent female) undergraduate students (mean age = 23.08 years, standard deviation = 3.09) who completed self-report questionnaires related to SNS engagement, body image, disordered eating behaviors, and demographics. Parallel multiple mediation and moderated mediation analyses revealed that lower weight and appearance esteem mediated the relationship between excessive time on SNS and restrained eating for males and females, whereas appearance esteem mediated the relationship between excessive time on SNS and emotional eating for females only. The study adds to the literature by highlighting mediational pathways and gender differences. Intervention research is needed to determine if teaching undergraduate students more adaptive ways of using SNS or reducing exposure to SNS reduces body dissatisfaction and disordered eating in this high-risk population.
Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

ERIC Educational Resources Information Center

Buchanan, Rohanna; Nese, Rhonda N. T.; Clark, Miriam

2016-01-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible…
Teachers' Experiences in the General Education Classroom with Students Identified with Emotional Behavioral Disorders at a Title I Southeast Texas High School

ERIC Educational Resources Information Center

Sigee, Alicia D.

2015-01-01

This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…
Teachers of Students with Emotional and Behavioral Disorders' Perceptions of the Importance of Selected Professional Standards of Practice

ERIC Educational Resources Information Center

Lusk, Mandy E.; Bullock, Lyndal M.

2013-01-01

Utilizing the Council for Exceptional Children's (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results…
Job Designs: A Community Based Program for Students with Emotional and Behavioral Disorders.

ERIC Educational Resources Information Center

Lehman, Constance

1992-01-01

The Job Designs Project, a 3-year federally funded project, provides students (ages 16-22) at an Oregon residential treatment center for youth with emotional and behavioral disorders with supported paid employment in the community. The project has provided job supported employment services to 36 students working in such positions as restaurant bus…
Students' Perceptions of an Online Graduate Program in Special Education for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Leader-Janssen, Elizabeth M.; Nordness, Philip D.; Swain, Kristine D.; Hagaman, Jessica L.

2016-01-01

The purpose of this study was to evaluate graduate students' perceptions of a completely online master's degree program in special education for emotional and behavioral disorders. The Community of Inquiry survey was used to examine graduate students' perceptions of the online program in the areas of teaching, cognitive, and social presences. The…
Effects of CW-FIT on Teachers' Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard P.; Kamps, Debra M.; Wehby, Joseph H.

2017-01-01

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a multi-tiered classroom management…
Academic Instruction and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hagaman, Jessica L.

2012-01-01

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem…
Mathematics Instruction for Middle School Students with and At-Risk for Behavioral Disorders: A Survey Study

ERIC Educational Resources Information Center

Jones, Stacey Eagan Lefort

2012-01-01

This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students with and at-risk for EBD, investigate if mathematics and special education teachers are implementing recommended curricula and…
Teaching Methods and Strategies Used in a Christian High School for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cappiello, Leslie Williams

2013-01-01

The findings from the case study research demonstrated that the high school students at the Christian academy who have emotional and behavioral disorders are successful in teaching, retaining, and graduating this population of students. Their teaching methods and strategies included a strong biblical foundation to develop emotional and behavioral…
Effects of CW-FIT on Teachers' Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wills, Howard; Kamps, Debra; Wehby, Joseph H.

2018-01-01

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management…
Severe Behavior Disorders of Children and Youth. Monograph in Behavioral Disorders. Selected Papers Presented at the Annual ASU/TECBD Conference on Severe Behavior Disorders of and Youth (5th, Tempe, Arizona, November 18-20, 1981).

ERIC Educational Resources Information Center

Rutherford, Robert B., Jr., Ed.

Nine author-contributed papers from a 1981 conference on severe behavior disorders are presented. In the keynote paper, H. Walker reviews research evidence on acting out children and describes remediation strategies in the school setting. Eight papers follow: "Services to the Seriously Behaviorally Disordered/Emotionally Disturbed Students in…
Behavior Intervention for Students with Externalizing Behavior Problems: Primary-Level Standard Protocol

ERIC Educational Resources Information Center

Benner, Gregory J.; Nelson, J. Ron; Sanders, Elizabeth A.; Ralston, Nicole C.

2012-01-01

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The…

Computer Use and Behavior Problems in Twice-Exceptional Students

ERIC Educational Resources Information Center

Alloway, Tracy Packiam; Elsworth, Miquela; Miley, Neal; Seckinger, Sean

2016-01-01

This pilot study investigated how engagement with computer games and TV exposure may affect behaviors of gifted students. We also compared behavioral and cognitive profiles of twice-exceptional students and children with Attention Deficit/Hyperactivity Disorder (ADHD). Gifted students were divided into those with behavioral problems and those…
Use of Medication in School Programs for Behaviorally Disordered Pupils.

ERIC Educational Resources Information Center

Epstein, Michael H.; Olinger, Ellen

1987-01-01

The article presents information on psychotrophic drugs used with behaviorally disordered students (stimulants, antidepressants, antipsychotics, and lithium), including desired effects and side effects. Guidelines for teachers and other school personnel who work with students on medication are also provided. (Author/JW)
Being a Teacher of the Behavior Disordered.

ERIC Educational Resources Information Center

Dolce, Russell

1984-01-01

Draws on 13 years experience teaching behavior-disordered students to identify effective teaching methods. Discusses the importance of honesty, fairness, consistency, persistence, intuition, praise, and humor in the teacher-student relationship. Provides eight guidelines for developing a workable and suitable classroom reward system. (JHZ)
Effects of Animal-Assisted Therapy on a Student with an Emotional/Behavioral Disorder

ERIC Educational Resources Information Center

Boe, Val Rae M.

2008-01-01

This single-subject action research project examines the effects of animal-assisted therapy on the self-esteem and classroom behaviors of a student with an emotional/behavioral disorder. An 18- year-old male attending a special education school in northeastern St. Paul participated in animal-assisted therapy research for four weeks. Quantitative…
Meta-Analysis of Math Interventions for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Templeton, Tran Nguyen; Neel, Richard S.; Blood, Erika

2008-01-01

Students with emotional and behavioral disorders (EBD) struggle in the area of academics as well as behavior, and these academic difficulties manifest a great deal in mathematics. The number of children with EBD served in general education settings is increasing, and mathematics curriculum is expanding to include additional content areas and more…
The Effects of Writing Choice Prompt on the Written Narratives of Students with Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine; Losinski, Mickey

2017-01-01

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed…
Research Studies in the Georgia Psychoeducational Network (GPN), 1987.

ERIC Educational Resources Information Center

Swan, William W., Ed.; Brown, Carvin L., Ed.

1987-01-01

This collection of six papers focuses on students with serious emotional disturbances and/or behavior disorders in the Georgia Psychoeducational Network Program. "A Five Year Longitudinal Study of Severely Emotionally Disturbed/Severely Behaviorally Disordered (SED/SBD) Preschool Students" (Juanda Ponsell and others) reports the…
The effect of emotion regulation training in decreasing emotion failures and self-injurious behaviors among students suffering from specific learning disorder (SLD).

PubMed

Habibzadeh, Abbas; Pourabdol, Saeed; Saravani, Shahzad

2015-01-01

A great deal of attention has been given to the study of learning disorders. Hence, the aim of this research was to study the effect of emotion regulation training in decreasing emotion failures and self-injurious behaviors among students suffering from specific learning disorder. This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, Emotion Failures Scale, Self-Injurious Behavior Questionnaire and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of variance analysis (MANOVA) model in the SPSS software version 22. The results of MANOVA revealed that emotion regulation training was effective in decreasing emotion failures in all parameters (difficulty in describing feelings, difficulty in identifying feelings, and externally oriented thinking style) and self-injurious behaviors in students suffering from specific learning disorder (p< 0.001). In this study, it was found that since emotion regulation training can have a remarkable effect on reducing negative emotions and increasing the positive ones; this treatment can play an eminent role in decreasing emotion failures and self-injurious behaviors in such students.
Gender Related Attitudes towards Eating and Health among College Students.

ERIC Educational Resources Information Center

Papini, Dennis R.; Lloyd, Paul J.

Heightened concern about eating behavior has been expressed in recent surveys of high school and college students. There have been increased requests for treatment of eating disorders among college students and many colleges have developed programs that provide treatment for students afflicted with an eating disorder. The Eating Disorder Inventory…
Family and social determinants of school maladjustment in students with emotional disturbances and behavioral disorders from recovery schools in Bulgaria.

PubMed

Serdeva, S; Tzvetkov, D; Manolova, A

1998-11-01

This inquiry study is part of a comprehensive investigation on the organization and the effect of the education of students with emotional disturbances and behavioral disorders in special recovery schools. The aim for conducting the inquiry is to reveal the characteristics of the family and social background which may affect the school adaptation. The investigated group includes 254 students--192 with emotional disturbances and behavioral disorders and 62 healthy children of the same age from the settlements where the recovery schools are based. Two types of questionnaires developed by the team are used for investigating the students' family and social status--one designed for the pupils and one--for the teachers and supervisors in the schools. The inquiry for the students contains 15 questions revealing family and school environment (family relations and problems; number of children and sequential number of the problem child; parents' education and employment; school training and curriculum; social contacts in the school; school results). The inquiry, engaging the class teachers, day and night supervisors in recovery schools, contains 19 questions. There are additional questions concerning students' specific learning difficulties as well. The results made it clear that parents' divorce is the most unfavorable family determinant for school maladjustment of students with emotional disturbances and behavioral disorders. Many other factors such as the poor educational qualification and social-professional status of the parents, children number, the sequential number of the problematic child additionally impedes the relationship with the parents, thus increasing the risk of school failure and the manifestations of school maladjustment. The determined peculiarities of the family environment of students with emotional disturbances and behavioral disorders suggest targeted psychocorrective work of the school psychologist individually with the student as well as with his/her family.
Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting.

PubMed

Pas, Elise T; Johnson, Stacy R; Larson, Kristine E; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P

2016-12-01

Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD.
College students' perceptions of peers with autism spectrum disorder.

PubMed

Matthews, Nicole L; Ly, Agnes R; Goldberg, Wendy A

2015-01-01

Little is known about peer attitudes toward college students with autism spectrum disorder (ASD). Affective, behavioral, and cognitive attitudes toward vignette characters displaying behaviors characteristic of ASD were examined among 224 four-year university students who were randomly assigned to one of three labeling conditions for the primary vignette characters: high functioning autism (HFA), typical college student, or no label. Students in the HFA label condition reported more positive behavioral and cognitive attitudes toward the vignette characters than students in the no label condition. Male students and students with lower scores on the Broad Autism Phenotype Questionnaire reported more positive attitudes across study conditions. These experimental results suggest that knowledge of a diagnosis might improve attitudes toward college students with ASD.
Impact of Remedial Reading Interventions on a Secondary Student with Emotional Behavior Disorder: A Case Study

ERIC Educational Resources Information Center

Cooper, LuCinda Nance

2013-01-01

Students who struggle with emotional behavior disorders (EBD) often enter high school with reading levels far below those of their peers. At the secondary level, these at-risk students must regularly read and write proficiently in order to demonstrate their literacy achievement and potential for success either in college or on the job. As a…
An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment

ERIC Educational Resources Information Center

Adkins, Beverly

2009-01-01

Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors…
L'Integration des eleves en difficulte de comportement en classe ordinaire (Preparing To Integrate Students with Behavioral Disorders).

ERIC Educational Resources Information Center

Gable, Robert A.; And Others

This booklet, in French, reviews the literature and offers guidelines to assist in the integration of students with behavioral disorders into mainstream settings and in the delivery of appropriate instructional services to these students. In Part 1, Robert A. Gable and Virginia K. Laycock offer practical advice on how principals, other…
Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M.

2016-01-01

The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…
Eating disorder symptoms among undergraduate and graduate students at 12 U.S. colleges and universities.

PubMed

Lipson, S K; Sonneville, K R

2017-01-01

We sought to estimate the prevalence of eating disorder symptoms in a large sample of U.S. college students and variations therein across student characteristics. Participants were 9713 students from 12 colleges and universities participating in the Healthy Bodies Study. We used gender-stratified logistic regression to estimate bivariate correlates of elevated eating disorder symptoms, past-month objective binge eating, and past-month compensatory behaviors across student characteristics including age, degree-level, sexual orientation, race/ethnicity, first-generation status, citizenship, academic and extracurricular characteristics, and weight status. Eating disorder outcomes were based on the Eating Disorder Examination Questionnaire. We observed higher prevalence of objective binge eating among females relative to males (49% versus 30%, p<0.001), but similar prevalence of compensatory behaviors (31% versus 29%). Weight status was the most consistent predictor of eating disorder risk with significantly more symptoms seen among individuals with overweight and obesity. When compared to individuals with a healthy weight, those with overweight had greater eating disorder risk (males OR=3.5; females OR=2.0), binge eating (males OR=2.1; females OR=1.9), and use of compensatory behaviors (males OR=1.5; females OR=1.3). This study suggests smaller gender difference in prevalence of eating disorder symptoms than previously reported and identifies students with overweight/obesity as salient targets for campus-based eating disorder screening and early intervention efforts. Copyright © 2016 Elsevier Ltd. All rights reserved.
Identification of Teaching Behaviors Which Predict Success for Mainstreamed Students.

ERIC Educational Resources Information Center

Larrivee, Barbara; Algina, James

The final phase of a study investigating effective teaching behaviors for mainstreamed students involved 118 elementary teachers. Teachers provided information on mainstreamed students and a sample of students was randomly selected to represent classification categories (learning disabilities, behavior disorders, speech impairments, and hearing…
Improving the Consistency of Interventions in a Public Middle School Therapeutic Program for Students with Severe Emotional/Behavioral Disorders.

ERIC Educational Resources Information Center

Pelton, Robert P.

This study was designed to improve teachers' abilities to respond effectively to 8 students with emotional and behavior disorders (EBD) in a self-contained class in a public middle school through the implementation of individualized treatment plans (ITPs), a form of individualized behavior plans. ITPs are intended to stimulate staff to think…
Peer Tutoring for Children with Attention Deficit Hyperactivity Disorder: Effects on Classroom Behavior and Academic Performance.

ERIC Educational Resources Information Center

DuPaul, George J.; Ervin, Ruth A.; Hook, Christine L.; McGoey, Kara E.

1998-01-01

A study investigated effects of classwide peer tutoring (CWPT) on classroom behavior and academic performance of 18 students with attention deficit hyperactivity disorder (ADHD). CWPT led to improvements in performance in math or spelling for 50% of students with ADHD, along with reductions in off-task behavior for most participants. (Author/CR)

Engaging Students with Behavior Disorders in Mathematics Practice Using the High-"p" Strategy

ERIC Educational Resources Information Center

Vostal, Brooks R.

2011-01-01

Students with emotional and behavioral disorders (EBD) demonstrate significant academic deficits across content areas (Coutinho, 1986; Lane, Barton-Arwood, Nelson, & Wehby, 2008; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004; Ruhl & Berlinghoff, 1992). Mathematics, however, appears to be especially…
Constructive Conflict Resolution for Students with Behavioral Disorders.

ERIC Educational Resources Information Center

Bullock, Cathy; Foegen, Anne

2002-01-01

This article describes the application of constructive conflict resolution techniques in a middle-school program for students with behavior disorders, discussing the use of mediation, negotiation, constructive controversy, and classroom meetings. Initial efforts to explore the impact of the program are recounted, and implications for implementing…
Mindfulness for Students Classified with Emotional/Behavioral Disorder

ERIC Educational Resources Information Center

Malow, Micheline S.; Austin, Vance L.

2016-01-01

A six-week investigation utilizing a standard mindfulness for adolescents curriculum and norm-based standardized resiliency scale was implemented in a self-contained school for students with Emotional/Behavioral Disorders (E/BD). Informal integration of mindfulness activities into a classroom setting was examined for ecological appropriateness and…
Placement of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Mathur, Sarup R.; Jolivette, Kristine

2012-01-01

Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education…
Prevalence of Mental Disorders in 6–16-Year-Old Students in Sichuan Province, China

PubMed Central

Qu, Yuan; Jiang, Hongyun; Zhang, Ni; Wang, Dahai; Guo, Lanting

2015-01-01

To investigate the point prevalence of mental disorders in school students, multistage cluster stratified random sampling and two-phase survey methods were used to identify 40 primary and middle schools. The students were screened using the Chinese version of the Child Behavior Checklist and diagnosed using the Mini International Neuropsychiatric Interview. The prevalence of behavioral problems was 19.13%. The prevalence of behavioral problems significantly differed by sex, age, city of residence, and caretaker. The six-month prevalence of any mental disorder was 15.24% (95% CI: 15.49%–16.97%). Psychiatric disorders were more prevalent in boys (17.33%) relative to girls (13.11%; p < 0.01). The prevalence of mental disorders significantly differed by community and caretaker, and 36.46% of students exhibited comorbidity. Results demonstrated important mental health issues, with a high incidence of comorbidities, in this population. Students’ mental health requires increased attention, particularly in poverty-stricken areas and left-behind children and adolescents. PMID:25985310
Programming for Adolescents with Behavioral Disorders, Vol. 5.

ERIC Educational Resources Information Center

Braaten, Sheldon L., Ed.; Wild, Estelle, Ed.

This collection of 13 author-contributed papers addresses various aspects of programming for students with behavioral disorders. Papers have the following titles and authors: (1) "System Support and Transition to Adulthood for Adolescents with Seriously Disordered Behaviors: Orchestrating Successful Transitions" (Eugene Edgar); (2) "Targets for…
Teaching Social Studies to High School Students with Learning Problems

ERIC Educational Resources Information Center

Steele, Marcee M.

2007-01-01

Because of recent legislation, many students with mild disabilities enroll in high school social studies courses in general education rather than special education settings. Therefore, teachers may have students with learning disabilities, behavioral disorders, communication disorders, and attention deficit/hyperactivity disorder in their history,…
Pediatric Sleep Disorders: Validation of the Sleep Disorders Inventory for Students

ERIC Educational Resources Information Center

Luginbuehl, Marsha; Bradley-Klug, Kathy L.; Ferron, John; Anderson, W. McDowell; Benbadis, Selim R.

2008-01-01

Approximately 20%-25% of the pediatric population will likely develop a sleep disorder sometime during childhood or adolescence. Studies have shown that untreated sleep disorders can negatively affect cognitive abilities, and academic and behavior performance. The Sleep Disorders Inventory for Students (SDIS) is a screening instrument designed to…
Beyond Borderline Personality Disorder: Dialectical Behavior Therapy in a College Counseling Center

ERIC Educational Resources Information Center

Panepinto, Amberly R.; Uschold, Carissa C.; Olandese, Michelle; Linn, Braden K.

2015-01-01

The study investigated the efficacy of a dialectical behavior therapy (DBT) program with a general college counseling center population, not limited to students diagnosed with borderline personality disorder. A review of records of 64 students found that obsessive-compulsive symptoms, interpersonal sensitivity, depression, anxiety, paranoia,…
Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders.

ERIC Educational Resources Information Center

Nelson, J. Ron; Maculan, Amelia; Roberts, Maura L.; Ohlund, Barbara J.

2001-01-01

Occupational stress ratings from 415 teachers of students with emotional/behavioral disorders (EBD) was modeled by regression, using teacher demographic characteristics, working conditions, and the ability to work with children with EBD as factors. All working condition variables, professional experience, and ability to work with externalizing…
Group Development for Students with Emotional/Behavioral Disorders.

ERIC Educational Resources Information Center

Rockwell, Sylvia; Guetzloe, Eleanor

1996-01-01

This article addresses effective techniques for teaching students with emotional disturbances and/or behavior disorders in group settings. Three stages of group development are described with specific teaching strategies for each stage identified and related to Maslow's hierarchy of needs, including needs for safety and trust, belonging and…
Career Education for Behaviorally Disordered Students.

ERIC Educational Resources Information Center

Fink, Albert H., Ed.; Kokaska, Charles J., Ed.

Ten papers address topics in career education for students with behavior disorders. W. Morse points out "Problems and Promises," including problems with the definition and scope of career education and the needs for individualization and support systems. C. Kokaska and L. Cook in "Concepts and Definitions" offer insight on problems in defining…
Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited

ERIC Educational Resources Information Center

Gage, Nicholas A.; Adamson, Reesha; Mitchell, Barbara S.; Lierheimer, Kristin; O'Connor, Karen V.; Bailey, Natasha; Schultz, Tia; Schmidt, Carla; Jones, Stacey

2010-01-01

This article provides an historical look at how programs and practices for students with emotional or behavior disorders (E/BD) have been evaluated since 1964, leading to a codified, although not universally recognized, set of recommendations for evaluating best practices for students with E/BD set out by The Peacock Hill Working Group (1991). The…
An Examination of School Climate, Victimization, and Mental Health Problems among Middle School Students Self-Identifying with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

La Salle, Tamika; George, Heather Peshak; McCoach, D. Betsy; Polk, Tiffany; Evanovich, Lauren L.

2018-01-01

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the "Georgia Student Health Survey 2.0." Although research examining the link between perceptions of school climate and student…
Theory of Planned Behavior Predicts Graduation Intentions of Canadian and Israeli Postsecondary Students with and without Learning Disabilities/Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Fichten, Catherine S.; Heiman, Tali; Jorgensen, Mary; Nguyen, Mai Nhu; Havel, Alice; King, Laura; Budd, Jillian; Amsel, Rhonda

2016-01-01

We tested the ability of Ajzen's Theory of Planned Behavior (TPB) model to predict intention to graduate among Canadian and Israeli students with and without a learning disability/attention deficit hyperactivity disorder (LD/ADHD). Results based on 1486 postsecondary students show that the model's predictors (i.e., attitude, subjective norms,…
Influence of physical activity, sedentary behavior, and diet quality in childhood on the incidence of internalizing and externalizing disorders during adolescence: a population-based cohort study.

PubMed

Wu, XiuYun; Bastian, Kerry; Ohinmaa, Arto; Veugelers, Paul

2018-02-01

Studies among youth suggest that physical inactivity, sedentary behaviors, and poor diet quality are associated with poor mental health. Few population-based studies have investigated these relationships longitudinally. We examined the association between physical activity, sedentary behaviors, and diet quality in childhood and the incidence of internalizing and externalizing disorders throughout adolescence. We linked health behavior survey data from 2003 among 10- to 11-year-old children across Nova Scotia, Canada, with administrative health care data from 2003 to 2011. Students' diet quality was assessed using the Harvard Food Frequency Questionnaire. Physical activity and sedentary behaviors were self-reported, and internalizing and externalizing disorders were diagnosed by a physician. We applied Cox regression to examine the associations of the health behaviors with the incidence of internalizing and externalizing disorders between 2003 and 2011. Of the 4861 participating students, 23.7% and 9.4% had a diagnosis of internalizing and externalizing disorders, respectively. The incidences of internalizing and externalizing disorders were higher among students who were less physically active and spent more time using computers and video games. These findings suggest that promoting an active lifestyle in childhood may contribute to the prevention of both internalizing and externalizing disorders during adolescence. Copyright © 2017 Elsevier Inc. All rights reserved.
Training Students with Behavioral Problems to Recruit Teacher Praise

ERIC Educational Resources Information Center

Markelz, Andrew; Riden, Benjamin; Rizzo, Karen

2018-01-01

Students with emotional and behavioral disorders exhibit high levels of inappropriate behaviors. Although many teachers are aware of the benefits of teacher praise, its use in classrooms remains low. Training students to recruit praise is a method to counter suppressing contingencies and increase praise rates for desired classroom behaviors. With…
Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents.

ERIC Educational Resources Information Center

Luebke, Jerry; And Others

1989-01-01

Teacher ratings on reading recognition, reading comprehension, arithmetic, and written expression revealed that behaviorally disordered and learning-disabled adolescents (N=200) were seen as performing significantly below expected levels of achievement. Differences between behaviorally disordered and learning-disabled students appeared to depend…
Prevalence of attention deficit hyperactivity disorder and comorbid psychiatric and behavioral problems among primary school students in western Saudi Arabia

PubMed Central

AlZaben, Faten N.; Sehlo, Mohammad G.; Alghamdi, Waleed A.; Tayeb, Haythum O.; Khalifa, Doaa A.; Mira, Abdulrahman T.; Alshuaibi, Abdulaziz M.; Alguthmi, Mosab A.; Derham, Ahmad A.; Koenig, Harold G.

2018-01-01

Objectives: To determine the prevalence of attention deficit hyperactivity disorder (ADHD), subtypes of ADHD, and psychiatric, academic, and behavioral comorbidity in public primary school students in Jeddah, Saudi Arabia. Methods: This is a cross-sectional study. A simple random sample of 6 primary government schools in Jeddah, Saudi Arabia, was identified (3 male, 3 female), and a random sample of classes in each of grades 1-6 were selected. Between July and November 2016, teachers in these classes were asked to complete the Vanderbilt ADHD scale on all students in their classes. Results: A total of 929 students were screened. The overall prevalence of ADHD was 5% (5.3% in girls, 4.7% in boys). The most prevalent subtype of ADHD was combined type (2.7%), followed by hyperactive type (1.2%), and inattentive type (1.1%). The highest prevalence of ADHD overall was in grade 3 (7.1%) and the lowest prevalence in grade 6 (3.4%). Among students with ADHD, prevalence of comorbid psychiatric, academic, and behavioral problems was widespread (56.5% oppositional defiant disorder/conduct disorder, 54.4% impaired academic performance, 44.4% classroom behavioral problems, 41.3% depression/anxiety). Comorbid problems were especially prevalent in combined ADHD subtype and in boys. Conclusions: Attention deficit hyperactivity disorder is common in primary school children in Jeddah, and is associated with widespread psychiatric, academic, and behavioral problems, especially in boys. These findings have implications for the diagnosis and treatment of this serious neurobehavioral disorder. PMID:29332109
Three-year course of learning disorders in special education students classified as behavioral disorder.

PubMed

Mattison, Richard E; Hooper, Stephen R; Glassberg, Leslie A

2002-12-01

To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years.

A Web-Based Resource for Addressing Attention Deficit/Hyperactivity Disorder in Elementary General Education Classrooms

ERIC Educational Resources Information Center

Asadoorian, Talin

2012-01-01

Attention Deficit/Hyperactivity Disorder (ADHD) is a prevalent condition effecting students in the general education classroom. Six of the most common behavioral disruptions by ADHD students have been identified, including distractibility, out of seat behaviors, vocalization, inattention, incomplete work and defiance. Teachers of these students…
Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Colvin, Geoff; Sheehan, Martin R.

2012-01-01

This book outlines practical steps for preventing and responding to the various phases of meltdown behavior in students with Autism Spectrum Disorder. Based on Geoff Colvin's best-selling book, "Managing the Cycle of Acting Out Behavior in the Classroom," this practitioner-friendly guide provides special and general education teachers of autistic…
Three-Month Study of College Student Disordered Gambling Using the Transtheoretical Model: Findings and Lessons Learned

ERIC Educational Resources Information Center

Martin, Ryan J.; Usdan, Stuart; Turner, Lori

2012-01-01

Problem: It has been suggested that gambling-related research more closely examine vulnerable population segments. Research indicates that college students are particularly vulnerable to experiencing disordered gambling behavior. Methods: We examined the gambling behavior and gambling-related Transtheoretical Model (TTM) construct (i.e., stage of…
Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Advocacy for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Mustian, April L.

2013-01-01

Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…
Comparison of Students with Emotional and/or Behavioral Disorders as Classified by Their School Districts

ERIC Educational Resources Information Center

Mattison, Richard E.

2015-01-01

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…
The Lived Experiences of Teachers of Students with Emotional Behavior Disorder

ERIC Educational Resources Information Center

Bell, Sheneka L.

2012-01-01

The purpose of this phenomenological study was to gain an understanding of teacher attrition among the emotional and behavior disorder (EBD) student population within a self-contained environment through the lived experiences of former EBD teachers. Attrition among special education teachers has been a perennial issue. Special education teacher…
Supporting Students with Emotional and Behavioral Disorders' Comprehension and Reading Fluency

ERIC Educational Resources Information Center

Garwood, Justin D.; Ciullo, Stephen; Brunsting, Nelson

2017-01-01

This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…
Using Self-Regulated Strategy Development for Persuasive Writing to Increase the Writing and Self-Efficacy Skills of Students with Emotional and Behavioral Disorders in Health Class

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine

2014-01-01

The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…
Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through 12 Years: A Combination of a Literature-Based Curriculum and Telecommunications

ERIC Educational Resources Information Center

Chen, Kaili; Bullock, Lyndal M.

2004-01-01

The purposes of the study reported here were to investigate the social competence of students aged from six to 12, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multi-age grouping, impersonation, and…
The Effects of Using Direct Instruction and the Equal Additions Algorithm to Promote Subtraction with Regrouping Skills of Students with Emotional and Behavioral Disorders with Mathematics Difficulties

ERIC Educational Resources Information Center

Fain, Angela Christine

2013-01-01

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…
The Effects of Therapeutic Morning Meetings as a Socio-Emotional, Behavioral, and Academic Intervention on Middle School Students with Emotional Disturbance

ERIC Educational Resources Information Center

Pfitzer, Bryan A.

2010-01-01

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…
Comparison of Discipline Referrals for Students with Emotional/ Behavioral Disorders under Differing Instructional Arrangements

ERIC Educational Resources Information Center

Tyler-wood, Tandra; Cereijo, Maria Victoria Perez; Pemberton, Jane B.

2004-01-01

Academic assessment for students with challenging behavior is often overlooked. Confronted with a curriculum that is above or below their instructional needs, students may engage in a range of inappropriate behaviors (e.g., acting-out, withdrawal, social avoidance). In that behavioral and learning problems are reciprocal, academically related…
Behavior Bingo: The Effects of a Culturally Relevant Group Contingency Intervention for Students with EBD

ERIC Educational Resources Information Center

Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E.

2018-01-01

Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with…
The Effects of a Buddy Bench on Elementary Students' Solitary Behavior during Recess

ERIC Educational Resources Information Center

Griffin, Andrew A., Jr.; Caldarella, Paul; Sabey, Christian V.; Heath, Melissa A.

2017-01-01

Social skill instruction and school-wide positive behavior support have been found to be effective in treating students with emotional and behavioral disorders. However, students with internalizing behavior are often overlooked for interventions that could improve academic outcomes and prevent problems that might have serious implications,…
Increasing the on-Task Homework Behavior of Youth with Behavior Disorders Using Functional Behavioral Assessment

ERIC Educational Resources Information Center

Hawkins, Renee O.; Axelrod, Michael I.

2008-01-01

Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…
Social Networking Web Sites: Teaching Appropriate Social Competence to Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Morgan, Joseph J.

2010-01-01

The Internet has opened a variety of different avenues for people to interact with each other. As new digital environments are developed, new sets of social skills are needed to appropriately interact. Students with emotional and behavioral disorders often have deficits in social competence and require specialized training in specific social…
Critical Educational Program Components for Students with Emotional and Behavioral Disorders: Science, Policy, and Practice

ERIC Educational Resources Information Center

Simpson, Richard L.; Peterson, Reece L.; Smith, Carl R.

2011-01-01

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.…
The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Peltier, Corey; Vannest, Kimberly J.

2018-01-01

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…
Challenges of Serving Students with Emotional and Behavioral Disorders: Legal and Policy Considerations

ERIC Educational Resources Information Center

Smith, Carl R.; Katsiyannis, Antonis; Ryan, Joseph B.

2011-01-01

Significant issues still confront the field of emotional or behavioral disorders (E/BD) in providing a free, appropriate, public educational (FAPE) program for these students. This paper reviews recent case law for several critical areas of concern to the field today, including: (a) response to intervention (RTI) and child find procedures, (b)…
Canadian School Programs for Students with Emotional/Behavioral Disorders: An Updated Look

ERIC Educational Resources Information Center

Dworet, Don; Maich, Kimberly

2007-01-01

Canada is a country composed of 10 provinces and three territories with very limited federal control over the public K-12 education system. This lack of consistent direction has led to a range of diverse educational policies for educating students with emotional/behavioral disorders (E/BD). This article investigates the current state of policies…

Science Instruction for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Therrien, William J.; Taylor, Jonte C.; Watt, Sarah; Kaldenberg, Erica R.

2014-01-01

This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of 0.471 was obtained indicating the interventions as a whole had at least a small to moderate impact on…
A Systematic Review of Peer-Mediated Interventions on the Academic Achievement of Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Dunn, Michelle E.; Shelnut, Jill; Ryan, Joseph B.; Katsiyannis, Antonis

2017-01-01

The purpose of this review is to report on the effectiveness of peer-mediated interventions on academic outcomes for students with emotional and behavioral disorders (EBD). CEC standards for evidence-based practices were used for determination of methodologically sound studies. Twenty-four studies involving 288 participants met inclusionary…
Mathematics Instruction for Students with Emotional and Behavioral Disorders: A Best-Evidence Synthesis

ERIC Educational Resources Information Center

Ralston, Nicole C.; Benner, Gregory J.; Tsai, Shu-Fei; Riccomini, Paul J.; Nelson, J. Ron

2014-01-01

The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b)…
Classwide Interventions for Students with ADHD: A Summary of Teacher Options Beneficial for the Whole Class

ERIC Educational Resources Information Center

Harlacher, Jason E.; Roberts, Nicole E.; Merrell, Kenneth W.

2006-01-01

Attention deficit/hyperactivity disorder (ADHD) is a behavioral disorder characterized by inattention, impulsivity, and hyperactivity. The presence of ADHD is associated with behavioral and academic difficulties within a classroom setting. With a prevalence rate of 3% to 5%, teachers will undoubtedly come in contact with a student with ADHD at one…
The Perceptions of Urban School Principals Regarding the Education of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Anoh, Jean-Dominique Herve

2013-01-01

This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the…
Factor Structure of the DSM-IV Criteria for College Students Using the Adult Behavior Checklist.

ERIC Educational Resources Information Center

Johnson, Brian D.; Smith, Everett V., Jr.

1998-01-01

The factor structure of the "Diagnostic and Statistical Manual of Mental Disorders" (DSM-IV) criteria for attention deficit hyperactivity disorder (ADHD) is evaluated in a sample of 1,503 college students. The Adult Behavior Checklist is evaluated as a screening instrument. Results support the extension of ADHD criteria for diagnosis to college…
Research-Based Practices for Reintegrating Students with Emotional and Behavioral Disorders from the Juvenile Justice System

ERIC Educational Resources Information Center

Mathur, Sarup R.; Griller Clark, Heather; LaCroix, Leslie; Short, James

2018-01-01

This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of…
The Effects of Behavior-Based Support Services on Social Communication among High School Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yu, Jennifer W.; Wei, Xin; Wagner, Mary

2014-01-01

This study used propensity score techniques on data from the National Longitudinal Transition Study-2 to assess the causal relationship between speech and behavior-based support services and rates of social communication among high school students with Autism Spectrum Disorder (ASD). Findings indicate that receptive language problems were…
Teaching Students with Behavioral Disorders to Use a Negotiation Procedure: Impact on Classroom Behavior and Conflict Resolution Strategy

ERIC Educational Resources Information Center

Bullock, Cathy

2012-01-01

The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…
The Role of the Replacement Behavior in Function-Based Intervention

ERIC Educational Resources Information Center

Reeves, Linda M.; Ferro, Jolenea B.; Umbreit, John; Liaupsin, Carl J.

2017-01-01

Three students with autism spectrum disorder (ASD) who displayed off-task behavior participated in a two-phase study. In Phase 1, a functional behavioral assessment (FBA) was conducted for each student. In addition, an assessment of each student's ability to perform the replacement behavior identified that none of the participants was able to do…
Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment

ERIC Educational Resources Information Center

Chow, Jason C.; Hollo, Alexandra

2018-01-01

Language impairment often goes unidentified in students with behavioral disorders, perhaps in part because different forms of problem behavior deflect adult attention from more subtle language deficits. Therefore, attention to teachers' perception of students' language and behavioral performance is merited. The present study examines agreement…
Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors

ERIC Educational Resources Information Center

Scott, Terrance M.; Hirn, Regina G.; Alter, Peter J.

2014-01-01

Effective instruction is a critical predictor of student achievement. As students with exceptionalities such as emotional and behavioral disorders and learning disabilities, who typically struggle with academic achievement, spend increasing amounts of general education settings, the need for precise instructional behaviors becomes more imperative.…
Assessing the Student-Instructional Setting Interface Using an Eco-Behavioral Observation System.

ERIC Educational Resources Information Center

Hendrickson, Jo M.

1992-01-01

An eco-behavioral observation system was developed for use with students with behavior disorders or emotional disturbances. Discussed are the ecosystem definition, the student-instructional setting interface, and the assessment procedure, including evaluation of the quality of academic responding, program evaluation, staff development, and…
Universal screening as the great equalizer: Eliminating disproportionality in special education referrals

NASA Astrophysics Data System (ADS)

Raines, Tara C.

The overrepresentation of minority students identified for special education services continues to plague schools and serves as a challenge for researchers and practitioners (Ferri & Conner, 2005). Teacher nomination, office discipline referrals (ODR), and functional behavior assessments (FBA) continue to guide referral processes (Bradshaw, Mitchell, O'Brennen, & Leaf, 2010; Eklund, et al., 2009; Mustian, 2010). These methods have been found to be riddled with inconsistencies. Practices used to identify students for behavioral and emotional interventions over-identify students from culturally and linguistically diverse backgrounds. The use of a behavioral and emotional screener to make data-based decisions regarding placement and services could provide an objective assessment of student risk. The first chapter of this dissertation reviews methods used in the identification of students for behavioral and emotional support services. Additionally, the use of universal screening in conjunction with student self-report are proposed as tools for alleviating the overrepresentation of minority students in special education programs for behavioral and emotional disorders. The second chapter of this dissertation explores the measurement equivalence of Behavior Assessment System for Children, Second Edition (BASC-2) Behavioral and Emotional Screening System Student form (BESS Student) across the Black, Hispanic, and White participants in the norming sample. The BESS Student as a universal screening tool is poised to alleviate the disproportionate number of children of color identified by schools as having behavior and emotional disorders. This instrument also provides an avenue to identify students with internalizing disorders who are often overlooked in present referral practices (Bradshaw, Buckley, & Ialongo, 2008; Kataoka, Zhang, & Wells, 2002). The findings of the measurement equivalence study suggests that the BESS Student is, as designed, identifying behavioral and emotional risk across each of the three groups explored. These findings support the use of a universal screening measure as the first step in a multi-step identification and intervention process. Following up with additional assessment to evaluate the specific areas of risk warranting intervention is pivotal to providing appropriate support services and promoting the behavioral and emotional health of students. Implications for research and practice are discussed.
Therapeutic Academics for Behaviorally Disordered Adolescents: Content Selection and Instructional Guidelines.

ERIC Educational Resources Information Center

Graham, Marilyn Troth

Curriculum content for adolescents with behavioral disorders should emphasize academic learning as well as social and behavioral skill development. "Therapeutic academics" is proposed as a process of teaching academics that is therapeutic in its systematic focus on the behavioral and social needs of students. A therapeutic academic curriculum…
Interventions for Behaviorally Disordered Students: A Quantitative Review and Methodological Critique.

ERIC Educational Resources Information Center

Skiba, Russell; Casey, Ann

1985-01-01

Results of three forms of meta-analysis on 41 studies involving behavior disorders revealed powerful effects of treatment: both interventions targeting classroom behavior and those attributable to a behavioral orientation were somewhat more powerful and robust. Methodological flaws, however, are cited. Recommendations for solidifying the research…
School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

PubMed

Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

2013-06-01

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.
Behavior change in a student with a dual diagnosis of deafness and pervasive developmental disorder: a case study.

PubMed

Easterbrooks, Susan R; Handley, C Michele

The broad term pervasive developmental disorder (PPD) describes a set of symptoms that occur along a continuum of severity; these symptoms are often referred to as autism spectrum disorders (ASDs). Little is known about the incidence and prevalence of ASDs among students who are deaf or hard of hearing (DHH). Teachers of DHH students, who must work with individuals with dual diagnoses, are at a loss for guidance from the literature. The authors review the literature on ASDs (also referred to as PDD) within the DHH population, provide results of a single-subject study to reduce PDD-type behaviors in a child with hearing loss, and argue that teachers of students who are DHH must learn about practices associated with applied behavior analysis as an tool for intervening therapeutically with children with dual diagnoses of hearing loss plus an ASD.
Understanding Behavior Disorders: Their Perception, Acceptance, and Treatment--A Cross-Cultural Comparison between India and the United States

ERIC Educational Resources Information Center

Chakraborti-Ghosh, Sumita

2008-01-01

The purpose of this study was to explore the perceptions, identification and treatment of students with behavior problems or disorders in India and the United States. Participants in the study were students and teachers in the United States and India. A qualitative approach included in-depth interviews and participant observations. These were…
Job Stressors and Teacher Job Satisfaction in Programs Serving Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Adera, Beatrice A.; Bullock, Lyndal M.

2010-01-01

Teacher turnover is problem that continues to plague the field of special education, given the associated costs when a teacher leaves his or her job. The challenges associated with recruitment and retention of quality teachers, especially in programs serving students with emotional and behavioral disorders (E/BD) have been attributed to a variety…

Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cancio, Edward J.; Albrecht, Susan Fread; Johns, Beverley H.

2013-01-01

Special education faces serious shortages of teachers, and the area of special education teaching with the greatest shortage is in the field emotional and behavioral disorders (EBD). This study was conducted to identify the perceptions of current teachers of students with EBD on the definition of and the extent and importance of administrative…
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis

ERIC Educational Resources Information Center

Losinski, Mickey; Cuenca-Carlino, Yojanna; Zablocki, Mark; Teagarden, James

2014-01-01

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…
Academic Growth Expectations for Students with Emotional and Behavior Disorders

ERIC Educational Resources Information Center

Ysseldyke, Jim; Scerra, Carmine; Stickney, Eric; Beckler, Amanda; Dituri, Joan; Ellis, Karen

2017-01-01

Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of…
Prevention of and Early Intervention for Students with Emotional and Behavioral Disorders: Systems to Support Data-Based Decision Making

ERIC Educational Resources Information Center

Lewis, Timothy J.; Mitchell, Barbara S.

2012-01-01

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide…
Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Escarpio, Raul; Barbetta, Patricia M.

2016-01-01

This study used an alternating treatments design to compare the effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with emotional and behavioral disorders (EBD) who were struggling readers. The conditions were (a) repeated readings in which participants read three times a passage of 100 or…
"We May Give Advice but We Can Never Prompt Behavior": Lessons from Britain in Teaching Students Whose Behavior Causes Concern.

ERIC Educational Resources Information Center

Blake, Christopher, R. L.; Garner, Philip

This report focuses on teacher characteristics that enable teachers to work effectively with students with behavior disorders. A study was conducted that asked 60 British teachers, all of whom had some designated responsibilities for students with behavior problems, to identify a set of personal and professional characteristics which were most…
Cross-Cultural Comparisons and Implications for Students with EBD: A Decade of Understanding

ERIC Educational Resources Information Center

Chakraborti-Ghosh, Sumita; Mofield, Emily; Orellana, Karee

2010-01-01

This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of students with emotional-behavior disorders (EBD). In addition, the paper addresses the concern of disproportionality and the need for teachers of students with behavior problems to be culturally responsive to perceived inappropriate behaviors. A review of…
Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions

ERIC Educational Resources Information Center

Lewis, Timothy J.; Scott, Terrance M.; Wehby, Joseph H.; Wills, Howard P.

2014-01-01

Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an…
Use of State Mental Health Centers in Training Teachers of Children with Behavior Disorders

ERIC Educational Resources Information Center

Anderson, Robert M.; Kauffman, James M.

1970-01-01

Community oriented state mental health facilities can provide invaluable practicum experiences for undergraduate and graduate students in training to become teachers of behaviorally disordered children. (Author/CJ)
Behavior Change in a Student with a Dual Diagnosis of Deafness and Pervasive Development Disorder: A Case Study

ERIC Educational Resources Information Center

Easterbrooks, S. R.; Handley, C. M.

2005-01-01

The broad term "pervasive developmental disorder" (PPD) describes a set of symptoms that occur along a continuum of severity; these symptoms are often referred to as "autism spectrum disorders" (ASDs). Little is known about the incidence and prevalence of ASDs among students who are deaf or hard of hearing (DHH). Teachers of DHH students, who must…
Rational Behavior Skills: A Teaching Sequence for Students with Emotional Disabilities.

ERIC Educational Resources Information Center

Patton, Patricia Lucey

1995-01-01

Rational behavior training is a proactive teaching model concerned with helping students with behavior disorders or serious emotional disturbances develop rational thinking and appropriate social skills. Describes a seven-session sequence for teaching rational behavior skills in a middle school setting. Pre- and posttest data revealed significant…
Ecological Factors in Social Skill Acquisition: High School Students with Emotional and/or Behavioral Disorders in the United States and Norway

ERIC Educational Resources Information Center

Anderson, Sarah K.

2010-01-01

The purpose of my study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders (EBD) in "sister" cities located in the United States (Site One) and in Norway (Site Two). Theory…
Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders

ERIC Educational Resources Information Center

Walker, Bridget; Clancy, Michaela; Tsai, Shu-Fei; Cheney, Doug

2013-01-01

In the past few years researchers have published lists of evidence-based practices that research indicates "should" be in place in programs and supports for students with emotional or behavioral disorders (EBD) (e.g., Farley, Torres, Wailehua, & Cook, 2012; Ryan, Pierce, & Mooney, 2008; Simpson, Peterson, & Smith, 2011). Some…
The Effects of Physical Activity on the On-Task Behavior of Young Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Miramontez, Shane K. H.; Schwartz, Ilene S.

2016-01-01

The purpose of this study was to examine the effects of adult-directed physical activities conducted during circle time on the on-task behavior of students during a journal-writing activity held immediately after circle. The participants of the study were three male students with Autism Spectrum Disorder (ASD) who attended a full day inclusive…
Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. What Works for Special-Needs Learners

ERIC Educational Resources Information Center

Nelson, J. Ron; Benner, Gregory J.; Mooney, Paul

2008-01-01

Presenting a broad range of instructional programs and practices that are proven effective for students with behavioral disorders, this is the first resource of its kind for K-3 teachers and special educators. Described are clear-cut strategies for promoting mastery and fluency in early reading, writing, and math, while tailoring instruction to…
Exercise caution: Over-exercise is associated with suicidality among individuals with disordered eating

PubMed Central

Smith, April R.; Fink, Erin L.; Anestis, Michael D.; Ribeiro, Jessica D.; Gordon, Kathryn H.; Davis, Heather; Keel, Pamela K.; Bardone-Cone, Anna M.; Peterson, Carol B.; Klein, Marjorie H.; Crow, Scott; Mitchell, James E.; Crosby, Ross D.; Wonderlich, Stephen A.; le Grange, Daniel; Joiner, Thomas E.

2017-01-01

We conducted four studies to examine the relationship between over-exercise and suicidality. Study 1 investigated whether over-exercise predicted suicidal behavior after controlling for other eating disorder behaviors in a patient sample of 204 women (144 with Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) Bulimia Nervosa [BN]). Study 2 tested the prospective association between over-exercise and acquired capability for suicide (ACS) in a sample of 171 college students followed for 3–4 weeks. Study 3 investigated whether pain insensitivity accounted for the relationship between over-exercise and ACS in a new sample of 467 college students. Study 4 tested whether ACS accounted for the relationship between over-exercise and suicidal behavior in a sample of 512 college students. In Study 1, after controlling for key covariates, over-exercise was the only disordered eating variable that maintained a significant relationship with suicidal behavior. In Study 2, Time 1 over-exercise was the only disordered eating behavior that was associated with Time 2 ACS. In Study 3, pain insensitivity accounted for the relationship between over-exercise and ACS. In Study 4, ACS accounted for the relationship between over-exercise and suicidal behavior. Over-exercise appears to be associated with suicidal behavior, an association accounted for by pain insensitivity and the acquired capability for suicide; notably, this association was found across a series of four studies with different populations. PMID:23219104
Teachers of the Behaviorally Disordered: Discrepancies between Training and Perceived Needs.

ERIC Educational Resources Information Center

Russell, Steven C.; Williams, Ellen U.

To determine discrepancies between teacher training for behavioral disorders and the actual competencies needed by practicing teachers of severely behaviorally handicapped (SBH) students, 167 public school administrators, regular educators, special education teachers and supervisors, and university teacher educators responded to a three-part…
Self-Management Procedures: A Comparison across the Autism Spectrum

ERIC Educational Resources Information Center

Southall, Candice M.; Gast, David L.

2011-01-01

Individuals with autism spectrum disorders (ASD) have difficulty generalizing learned behavior to varied environments with independence. This review of 24 empirical studies compares self-management as a systematic procedure for modifying one's own behavior, to increase target behaviors in students with either autistic disorder (AD) or…
A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Zeleke, Waganesh A.

2016-01-01

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual…
Improving Transition Behaviors in Students with Autism Spectrum Disorders: A Comprehensive Evaluation of Interventions in Educational Settings

ERIC Educational Resources Information Center

Lequia, Jenna; Wilkerson, Kimber L.; Kim, Sunyoung; Lyons, Gregory L.

2015-01-01

Students with autism spectrum disorders (ASD) often exhibit rigidity, which can lead to difficulties with transitions. Such difficulties can explain why students with ASD are placed in more restrictive educational environments. This review offers a quantitative synthesis of effects of interventions aimed to improve transitions of students with ASD…

Prevention programs for body image and eating disorders on University campuses: a review of large, controlled interventions.

PubMed

Yager, Zali; O'Dea, Jennifer A

2008-06-01

Body dissatisfaction, dieting, eating disorders and exercise disorders are prevalent among male and female university students worldwide. Male students are also increasingly adopting health-damaging, body-image-related behaviors such as excessive weight lifting, body building and steroid abuse. Given the severity and difficulty of treating eating disorders, prevention of these problems is a recognized public health goal. Health promotion and health education programs have been conducted in the university setting since the mid 1980s, but few have achieved significant improvements in target health attitudes and behaviors. In this paper, 27 large, randomized and controlled health promotion and health education programs to improve body dissatisfaction, dieting and disordered eating and exercise behaviors of male and female college students are reviewed. In general, health education programs to improve body image and prevent eating disorders in the university setting have been limited by small sample sizes and the exclusion of male students. The majority of studies were conducted among either female undergraduate psychology students or women that were recruited using on-campus advertising. The latter reduces the ability to generalize results to the whole university population, or the general community. In addition, there has been a paucity of longitudinal studies that are methodologically sound, as only 82% (22/27) of interventions included in the review used random assignment of groups, and only 52% (n = 14) included follow-up testing. Information-based, cognitive behavioral and psycho-educational approaches have been the least effective at improving body image and eating problems among university students. Successful elements for future initiatives are identified as taking a media literacy- and dissonance-based educational approach, incorporating health education activities that build self-esteem, and using computers and the internet as a delivery medium. A newly designed program for Australian university students is described.
A Comparison of Teacher Perceptions and Research-Based Categories of Student Behavior Difficulties

ERIC Educational Resources Information Center

Conley, Laura; Marchant, Michelle; Caldarella, Paul

2014-01-01

Students with emotional and behavioral disorders (EBD) are less successful in school than their peers. In order for teachers and researchers to effectively partner to identify and support these students, they must focus on the same problem behaviors. This research identified six components of EBD commonly identified in research literature:…
What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

ERIC Educational Resources Information Center

Mattison, Richard E.; Blader, Joseph C.

2013-01-01

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…
Reflections on the Future of Council for Children with Behavioral Disorders: A Response to Colvin, Forness, and Nelson

ERIC Educational Resources Information Center

Peck, Alec F.; Albrecht, Susan Fread; George, Cheryl L.; Mathur, Sarup R.; Paget, Mike; Ryan, Joseph B.; White, Richard B.; Baker, Diana

2012-01-01

In issue 37(1) of this journal, the authors published the findings of three studies addressing the status of Council for Children with Behavioral Disorders (CCBD) as an organization and of the field of special education for students with emotional and behavioral disorders (E/BD). In order to continue discussion of the status of CCBD, the editors…
Thinking while drinking: Fear of negative evaluation predicts drinking behaviors of students with social anxiety.

PubMed

Villarosa-Hurlocker, Margo C; Whitley, Robert B; Capron, Daniel W; Madson, Michael B

2018-03-01

College students with social anxiety disorder experience more alcohol-related negative consequences, regardless of the amount of alcohol they consume. Social anxiety refers to psychological distress and physiological arousal in social situations due to an excessive fear of negative evaluation by others. The current study examined within-group differences in alcohol-related negative consequences of students who met or exceeded clinically-indicated social anxiety symptoms. In particular, we tested a sequential mediation model of the cognitive (i.e., fear of negative evaluation) and behavioral (protective behavioral strategies) mechanisms for the link between social anxiety disorder subtypes (i.e., interaction and performance-type) and alcohol-related negative consequences. Participants were 412 traditional-age college student drinkers who met or exceeded the clinically-indicated threshold for social anxiety disorder and completed measures of fear of negative evaluation, protective behavioral strategies (controlled consumption and serious harm reduction), and alcohol-related negative consequences. Fear of negative evaluation and serious harm reduction strategies sequentially accounted for the relationship between interaction social anxiety disorder and alcohol-related negative consequences, such that students with more severe interaction social anxiety symptoms reported more fear of negative evaluation, which was related to more serious harm reduction strategies, which predicted fewer alcohol-related negative consequences. Future directions and implications are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.
Understanding the bullying dynamic among students in special and general education.

PubMed

Swearer, Susan M; Wang, Cixin; Maag, John W; Siebecker, Amanda B; Frerichs, Lynae J

2012-08-01

Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullying behavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences on bullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. Copyright © 2012. Published by Elsevier Ltd.
The Georgia Psychoeducational Network (GPN) Research Report, 1992.

ERIC Educational Resources Information Center

Swan, William W., Ed.; Brown, Carvin L., Ed.

1992-01-01

This research report includes articles on students, leadership, and technology related to the Georgia Psychoeducational Network (GPN), which serves students with severe emotional disturbances or behavior disorders. "The Relationship of Locus of Control of Reinforcement to Indicators of Student Growth in Academic, Behavioral, and Social…
A Description of Disordered Eating Behaviors in Latino Males

ERIC Educational Resources Information Center

Reyes-Rodriguez, Mae Lynn; Sala, Margarita; Von Holle, Ann; Unikel, Claudia; Bulik, Cynthia M.; Camara-Fuentes, Luis; Suarez-Torres, Alba

2011-01-01

Objective: To explore disordered eating and eating disorders (EDs) in Latino males. Participants: Participants are 722 male college students from a larger prevalence study conducted in the University of Puerto Rico system. Methods: Participants were selected from a list of sections of required courses for first-year students on each campus.…
Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics

ERIC Educational Resources Information Center

Hirsch, Shanna E.; Ennis, Robin Parks; Driver, Melissa K.

2018-01-01

Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…
The Effects of Reading Racetrack with Direct Instruction Flashcards and a Token System on Sight Word Acquisition for Two Primary Students with Severe Conduct Disorders

ERIC Educational Resources Information Center

Hopewell, Kim; McLaughlin, T. F.; Derby, K. Mark

2011-01-01

Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males.…
Interactive Peer Coaching/Mentoring Project for Preparing Teachers of Students with Severe Behavioral Disorders Final Report. Volume 1: Project Narrative and Briefing Papers [and] Volume 2: Appendices.

ERIC Educational Resources Information Center

North Dakota Center for Persons with Disabilities, Minot.

This final report discusses the activities and outcomes of the Interactive Peer Coaching/Mentoring (IPCM) Project, a program designed to prepare teachers of students with severe behavioral disorders (SED) residing in a rural, remote area in North Dakota. The IPCM project was conducted from July 1997 through July 2000 and developed an…
A description of disordered eating behaviors in Latino males

PubMed Central

Reyes-Rodríguez, Mae Lynn; Sala, Margarita; Von Holle, Ann; Unikel, Claudia; Bulik, Cynthia M.; Cámara-Fuentes, Luis; Suárez-Torres, Alba

2011-01-01

Objective To explore disordered eating and eating disorders (ED) in Latino males. Participants 722 male college students from a larger prevalence study conducted in the University of Puerto Rico (UPR) system. Method Participants were selected from a list of sections of required courses for first-year students on each campus. Self report instruments were used to explore ED symptoms (EAT-26 & BULIT-26) and depression (BDI). Results Overall, 2.26% scored above the cut-off point on the BULIT-R and 5.08% score above the cut-off point on the EAT-26. Of the males, 4.43% reported sufficient frequency and severity to approximate DSM-IV criteria for BN. Depression symptomatology was found in those who scored above the cut-off point on both instruments of ED. Conclusion College health practitioners should be aware of disordered eating in Latino males and include them in efforts to detect disordered eating behaviors in college students. PMID:21308586
The usefulness of body image tests in the prevention of eating disorders.

PubMed

Yamamoto, Chie; Uemoto, Masaharu; Shinfuku, Naotaka; Maeda, Kiyoshi

2007-01-01

Individual psychological factors such as mental conditions and self-esteem and family relational factors are thought to be predisposing factors in the development of eating disorders. In this study, we conducted a survey of 12-15 year-old public junior high school students to extract factors related to abnormal eating behavior and determine what information could be used by schools to prevent eating disorders. Self-descriptive surveys were distributed and collected during homeroom time at school. The survey consisted of the 26-item Eating Attitude Test (EAT-26) to measure the degree of abnormal eating behavior, Stunkard, Sorensen and Schlusinger's Body Image Scale to determine predisposing factors, the Family Adaptability and Cohesion Scale III (FACES III), General Health Questionnaire (GHQ), and Rosenberg's Self-Esteem Scale. 483 students (263 boys and 220 girls) participated in the survey. School-year height and weight data was used to calculate BMI. Approximately 7% of girls and 3% of boys showed clear indications of abnormal eating behavior. We found no direct relationship between abnormal eating behavior and family factors in this study, but an indirect relationship was suggested through other factors such as psychological complaints and self-esteem. There were relationships between abnormal eating behavior and the individual factors of psychological complaints, current and ideal body image, and low self-esteem. Furthermore, cluster analysis showed that there were students with high BMI who thought of themselves as fat, as well as students who perceived themselves as fat despite having average BMI. These students had a high frequency of abnormal eating behaviors, a great deal of psychological complaints, and low self-esteem. An understanding of BMI, along with body image, is essential for students who feel that they are overweight. Schools can practice preventative education by teaching these students about healthy body weight and by screening for the eating disorders that have become so rampant in our thin-worshiping culture.
Best Practices to Support Student Behavior

ERIC Educational Resources Information Center

Regan, Kelley S.; Michaud, Kim M.

2011-01-01

The "No Child Left Behind Act" mandates that teachers employ evidence-based practices (EBPs) in the classroom in order to improve student performance. For students with emotional and behavioral disorders (EBD) to be successful, particularly in inclusive settings, the most salient practices would probably be those promoting classroom organization…
Brief Report: Using iPads for Self-Monitoring of Students with Autism

ERIC Educational Resources Information Center

Xin, Joy F.; Sheppard, Mary E.; Brown, Michelle

2017-01-01

This study examined the effect of using an iPad for students with autism spectrum disorder (ASD) on self-monitoring their behaviors in class. Four students with ASD were taught on-task behaviors by watching self-modeled video saved in the application "Choiceworks" on their iPads, and collected data on their own behaviors. A single…
The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances

ERIC Educational Resources Information Center

Chu, Szu-Yin; Baker, Sonia

2015-01-01

Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…
A Literature Review of Research Quality and Effective Practices in Alternative Education Settings

ERIC Educational Resources Information Center

Flower, Andrea; McDaniel, Sara C.; Jolivette, Kristine

2011-01-01

Effective behavioral practices for students with emotional/behavioral disorders (E/BD) are critical. Students with E/BD are often served in alternative education (AE) settings due to behavior that cannot be supported in a typical school setting or due to court adjudication based on delinquent activity. Like other settings for students with E/BD,…
Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

ERIC Educational Resources Information Center

Escarpio, Raul

2011-01-01

Students with emotional and/or behavioral disorders (EBD) present considerable academic challenges along with emotional and/or behavioral problems. In terms of reading, these students typically perform one-to-two years below grade level (Kauffman, 2001). Given the strong correlation between reading failure and school failure and overall success…
Developing a System of Care: Interagency Collaboration for Students with Emotional/Behavioral Disorders. From the Mini-Library Series on Emotional/Behavioral Disorders.

ERIC Educational Resources Information Center

Skiba, Russell; And Others

This monograph offers an introduction to providing an interagency "system of care" for meeting the needs of children and youth with emotional/behavioral disorders (E/BD). This approach focuses on meeting the individual needs of children with E/BD in their home communities and supporting family members as allies in the treatment process. Strategies…
The Impact of Prolonged Participation in a Pro-Social Cognitive Behavioral Skills Program on Elementary Age Students, with Behavior Related Disorders, Behavior Accelerative, Behavior Reductive, and Return to Regular Classroom Outcomes

ERIC Educational Resources Information Center

Esser, Ted H.

2012-01-01

Overall, pretest-posttest results indicated statistically significant pretest beginning program compared to posttest ending program percentage of behavioral improvement for on task, following directions, and positive interactions outcomes improvement for individual students who completed the elementary grades pro-social cognitive behavioral skills…

A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders: A Replication

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Lambert, E. Warren; Crnobori, Mary; Bruhn, Allison Leigh

2010-01-01

In this article, the authors examine the psychometric properties of the Student Risk Screening Scale (SRSS), including evaluating the concurrent validity of the SRSS to predict results from the Systematic Screening for Behavior Disorders (SSBD) when used to detect school children with externalizing or internalizing behavior concerns at three…
Expert-Recommended Strategies for Teaching the Twice-Exceptional Student in the General Education Classroom

ERIC Educational Resources Information Center

Moody, Cherylynn Jody

2014-01-01

Purpose: The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the…
The Use of Technology in Enhancing Social Skills

ERIC Educational Resources Information Center

Singer-Califano, Autumn

2008-01-01

Social skills training programs are frequently used with students who are at risk for or who have emotional and behavioral disorders. These students often experience social skills deficiencies, antisocial behavior, and negative peer relationships. Because the media is an important factor in the socialization and interaction of students, there…
Mental Health Issues and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

DeLoach, Kendra P.; Dvorsky, Melissa; Miller, Elaine; Paget, Michael

2012-01-01

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential. [For complete volume, see ED539318.
Positive Behavior Support for Students with Autism

ERIC Educational Resources Information Center

Fisher, Janet

2011-01-01

Due to atypical neurological development, students with autism spectrum disorder (ASD) are affected by a range of issues on a daily basis--physical pain, confusion about requests, difficulty communicating wants and needs, and sensory issues--that might trigger behavior that interferes with teaching and learning. In addition, students on the autism…
When Universal Approaches and Prevention Services Are Not Enough: The Importance of Understanding the Stigmatization of Special Education for Students with EBD--A Response to Kauffman and Badar

ERIC Educational Resources Information Center

Farmer, Thomas W.

2013-01-01

The author of this commentary responds to an article titled "How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing," by J.M. Kaufmann and J. Bader, who maintain that identifying youth as having emotional and behavioral disorders (EBD) and providing treatment for them is viewed to be…
The Gradual and Differential Effects of Direct Instruction Flashcards with and without a DRH Contingency on Basic Multiplication Facts for Two Students with Severe Behaviors Disorders

ERIC Educational Resources Information Center

Pierce, Kevin D.; McLaughlin, T. F.; Neyman, J.; King, K.

2012-01-01

The purpose the present research was to evaluate the efficacy of DI flashcards on the math performance of two students with behavior disorders. The number of correct digits per minute was assessed. The outcomes indicated the DI flashcards were somewhat effective in improving the number of math facts that each participant could correctly write.…
Manifestation Determination Decisions and Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Walker, Jennifer D.; Brigham, Frederick J.

2017-01-01

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different "hidden profiles" case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a…
The Relationship between Classroom Management Strategies and Student Misbehaviors.

ERIC Educational Resources Information Center

Skiba, Russell J.

Because research has determined that specific management techniques can have an effect on the classroom behavior of students, an observational rating scale was developed to assess the type of management techniques six elementary teachers in a program for behaviorally disordered children used to control behavior. Correlational analyses were used to…
A Strategy for Understanding and Correcting Irrational Beliefs in Pupils: The Rational-Emotional Approach.

ERIC Educational Resources Information Center

Zionts, Paul

1983-01-01

Rational-emotive education integrates the cognitive, behavioral, and emotional aspects of personality and encourages behavior disordered students to discuss and work through their problems. Teachers need to display warmth, empathy, and be active-directive to help students manage their feelings and behaviors. (CL)
Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…
Teaching Disturbed and Disturbing Students: An Integrative Approach. Second Edition.

ERIC Educational Resources Information Center

Zionts, Paul

This book examines intervention with children having emotional or behavioral disorders (EBD), through the use of many case studies, activities, and examples. The text is organized in a developmental manner, with behavioral interventions recommended for lower grades and cognitive-behavioral approaches recommended for older students. The first unit…
Behavioral Health and Adjustment to College Life for Student Service Members/Veterans.

PubMed

Schonfeld, Lawrence; Braue, Lawrence A; Stire, Sheryl; Gum, Amber M; Cross, Brittany L; Brown, Lisa M

2015-01-01

Increasing numbers of student service members/veterans (SSM/Vs) are enrolling in college. However, little is known about how their previous military experience affects their adjustment to this new role. The present study tested the hypothesis that SSM/Vs who report adjustment problems in college have a higher incidence of posttraumatic stress disorder (PTSD), depression, and other behavioral health problems compared with those who do not report adjustment problems. SSM/Vs (N = 173) at a large, southeastern, public university completed online surveys that included well-validated screens measuring substance use, depression, PTSD, and other mental disorders. Those reporting difficulties adjusting to university life (28%) reported significantly higher frequencies of behavioral and health problems while in the military, and significantly higher levels of PTSD, depression, and mental health disorders, but no difference in substance use. Implications for improved behavioral health screening and coordination of university behavioral health services with veterans' health systems are discussed.
Behaviour Disorders Related to Drug Abuse among Secondary School Students in Kenya

ERIC Educational Resources Information Center

King'endo, Madrine

2015-01-01

The purpose of this study was to find out the behavior disorders displayed by secondary school students as a result of substance abuse. This would assist to train teachers on specialized intervention methods so that they can have knowledge on how to curb drug menace in learning institutions. The students were interrogated about substance abuse…
The measurement of "eating-disorder-thoughts" and "eating-disorder-behaviors": Implications for assessment and detection of eating disorders in epidemiological studies.

PubMed

Miller, Jessie L; Vaillancourt, Tracy; Hanna, Steven E

2009-04-01

To test a theoretically driven second-order factor model of eating disorders, with eating-disordered thoughts and eating-disordered behaviors representing the higher order factors, we conducted a confirmatory factor analysis using a female university student sample (N=1816). The 'Thought' latent construct was comprised of indicators representing fear of fat and dissatisfaction with body shape/weight and the latent construct 'Behavior' was comprised of indicators representing binging, purging and restricting. From the thought and behavior latent factors, composite groups were created by varying the level of thoughts and behaviors (high, moderate, and few/or none). We examined the independent contributions of thoughts and behaviors on a measure of psychopathology (depression). A second-order model of "eating disorder thoughts" and "eating disorder behaviors" was supported by the data, based on model fit, factor loadings, and model parsimony. Mean scores on depression were clinically significant for groups engaged in any level of eating disorder behavior whereas thoughts contributed to risk for depression only at the extreme end. Because of the disproportionate representation of eating disorder thoughts (high) and eating disorder behaviors (low) in non-clinical populations, the measurement and detection of eating disorders may be enhanced by measuring thoughts separate from behaviors.
Drug and Alcohol Exposed Children: Implications for Special Education for Students Identified as Behaviorally Disordered.

ERIC Educational Resources Information Center

Bauer, Anne M.

1991-01-01

This article reviews the literature on children prenatally exposed to drugs and alcohol, the potential impact on the educational and social services systems, and implications for programing for children identified as behaviorally disordered. (Author/JDD)
An Extension Convergent Validity Study of the "Systematic Screening for Behavior Disorders" and the Achenbach "Teacher's Report Form" with Middle and High School Students with Emotional Disturbances

ERIC Educational Resources Information Center

Benner, Gregory J.; Uhing, Brad M.; Pierce, Corey D.; Beaudoin, Kathleen M.; Ralston, Nicole C.; Mooney, Paul

2009-01-01

We sought to extend instrument validation research for the Systematic Screening for Behavior Disorders (SSBD) (Walker & Severson, 1990) using convergent validation techniques. Associations between Critical Events, Adaptive Behavior, and Maladaptive Behavior indices of the SSBD were examined in relation to syndrome, broadband, and total scores…
The Effect of Embedding the Restricted Interests of Students with Autism Spectrum Disorder in Text on Reading Comprehension

ERIC Educational Resources Information Center

Marshall, Brittany

2017-01-01

Reading comprehension deficits are common for students with Autism Spectrum Disorder (ASD) and the rise in prevalence of this disorder has resulted in an increased demand for evidence-based strategies for teaching reading comprehension to this population. Research has found an increase in desired behaviors when a restricted interest (RI) or…
Weight Perception, Substance Use, and Disordered Eating Behaviors: Comparing Normal Weight and Overweight High-School Students

ERIC Educational Resources Information Center

Eichen, Dawn M.; Conner, Bradley T.; Daly, Brian P.; Fauber, Robert L.

2012-01-01

Disordered eating behaviors and substance use are two risk factors for the development of serious psychopathology and health concerns in adulthood. Despite the negative outcomes associated with these risky behaviors, few studies have examined potential associations between these risk factors as they occur during adolescence. The importance of…
Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders: A Handbook for School-Based Practitioners.

ERIC Educational Resources Information Center

Breen, Michael J., Ed.; Fiedler, Craig R., Ed.

This text presents 13 chapters on the assessment of students with emotional and/or behavioral disorders for the purpose of making educational placement and programming decisions consistent with federal and state diagnostic guidelines. Chapters are grouped into four sections focusing on: basic considerations for assessment of youth in this…

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…
Affective Management Strategies for Behavior Disordered Students--Elementary and Secondary Levels.

ERIC Educational Resources Information Center

Burkholder, Lynn D.; And Others

The Positive Education Program (PEP) in Cuyahoga, Ohio, incorporates a token economy and group process approach into the daily school routine for emotionally disturbed and behaviorally handicapped students. At elementary and secondary levels, minimum rules and expectations as well as privileges awarded for behaviors are clearly set forth. The…
Examination of an Antecedent Communication Intervention to Reduce Tangibly Maintained Challenging Behavior: A Controlled Analog Analysis

ERIC Educational Resources Information Center

O'Reilly, Mark; Fragale, Christina; Gainey, Summer; Kang, Soyeon; Koch, Heather; Shubert, Jennifer; El Zein, Farah; Longino, Deanna; Chung, Moon; Xu, Ziwei; White, Pamela; Lang, Russell; Davis, Tonya; Rispoli, Mandy; Lancioni, Giulio; Didden, Robert; Healy, Olive; Kagohara, Deborah; van der Meer, Larah; Sigafoos, Jeff

2012-01-01

We examined the influence of an antecedent communication intervention on challenging behavior for three students with developmental disorders. Students were taught to request tangible items that were identified as reinforcers for challenging behavior in a prior functional analysis. Individual participant multielement and reversal designs were used…
Gender differences in the relationship between impulsivity and disordered eating behaviors and attitudes.

PubMed

Lundahl, Alyssa; Wahlstrom, Laura C; Christ, Christa C; Stoltenberg, Scott F

2015-08-01

We investigated relationships among gender, impulsivity and disordered eating in healthy college students. Participants (N=1223) were healthy, undergraduate men (28.5%) and women (71.5%), who completed the Barratt Impulsiveness Scale - Version 11 (BIS-11) and a four-factor version of the Eating Attitudes Test (EAT-16). As predicted, mean scores on all four EAT-16 factors were significantly higher for women than for men. Attentional impulsivity was related to poorer self-perception of body shape, more dieting, and a greater preoccupation with food for the sample as a whole. Moreover, motor impulsivity was related to poorer self-perceptions of body shape and a greater preoccupation with food. However, no gender differences emerged in the relationship between impulsivity and disordered eating attitudes. This study elucidates the role of impulsivity in disordered eating behaviors among non-clinical college students. For both women and men, attentional and motor impulsivity were related to disordered eating attitudes and behaviors. Overall, these findings suggest that different facets of impulsivity are related to disordered eating attitudes and behaviors in a non-clinical college population. Copyright © 2015 Elsevier Ltd. All rights reserved.
Developing Handheld Video Intervention for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hughes, Elizabeth M.; Yakubova, Gulnoza

2016-01-01

Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching academic skills to students with autism spectrum disorder (ASD). VBI allows opportunities to electronically provide personalized, consistent, and prerecorded…
Eating competence of college students in an introductory nutrition course.

PubMed

Brown, Lora Beth; Larsen, Katrina J; Nyland, Nora K; Eggett, Dennis L

2013-01-01

Describe eating competence, a positive and flexible way of conceptualizing eating attitudes and behaviors, in students enrolled in an introductory nutrition course. Online completion of the Satter Eating Competence Inventory (ecSI) and self-assessment of eating disorder status by 557 students (343 ages 18-20 years and 180 ages 21-26 years; 377 females) at the beginning of 1 semester. Analysis of variance and post hoc Tukey adjusted tests were used. The mean ecSI score was 30.7 ± 0.29; 47.4% were classified as eating competent, or ecSI ≥ 32. Mean ecSI was higher for males than females (29.4 ± 0.95 vs 27.4 ± 0.77; P < .001). Mean ecSI was higher for students who never had an eating disorder, compared with those reporting current (32.0 ± 0.43 vs 22.9 ± 1.91; P < .001) or past (28.8 ± 0.93; P < .01) eating disorders. Students had limited eating competence, but a majority of males were eating competent. Students who had never had an eating disorder had higher eating competence than students with current or past disorders. Examining nutrition courses as currently taught may reveal ways courses could contribute to eating competence. Copyright © 2013 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
A description of disordered eating behaviors in Latino males.

PubMed

Reyes-Rodriguez, Mae Lynn; Sala, Margarita; Von Holle, Ann; Unikel, Claudia; Bulik, Cynthia M; Camara-Fuentes, Luis; Suarez-Torres, Alba

2011-01-01

To explore disordered eating and eating disorders (EDs) in Latino males. Participants are 722 male college students from a larger prevalence study conducted in the University of Puerto Rico system. Participants were selected from a list of sections of required courses for first-year students on each campus. Self-report instruments were used to explore ED symptoms (the Eating Attitudes Test [EAT-26] and the Bulimia Test-Revised [BULIT-26-R] and the Beck Depression Inventory depression (BDI). Overall, 2.26% scored above the cut-off point on the BULIT-R and 5.08% score above the cut-off point on the EAT-26. Of the males, 4.43% reported sufficient frequency and severity to approximate DSM-IV criteria for bulimia nervosa. Depression symptomatology was found in those who scored above the cut-off point on both instruments of EDs. College health practitioners should be aware of disordered eating in Latino males and include them in efforts to detect disordered eating behaviors in college students.
Developing Positive Behavioral Support for Students with Challenging Behaviors. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

ERIC Educational Resources Information Center

Sugai, George, Ed.; Lewis, Timothy J., Ed.

This monograph is a guide to positive behavioral intervention and support (PBIS) and functional behavioral assessment (FBA) in the special education of students with behavior disorders as emphasized in the 1997 amendments to the Individuals with Disabilities Act (IDEA 97). An introduction explains that positive behavioral support represents the…
Energy Drinks, Weight Loss, and Disordered Eating Behaviors

ERIC Educational Resources Information Center

Jeffers, Amy J.; Vatalaro Hill, Katherine E.; Benotsch, Eric G.

2014-01-01

Objective: The present study examined energy drink consumption and relations with weight loss attempts and behaviors, body image, and eating disorders. Participants/Methods: This is a secondary analysis using data from 856 undergraduate students who completed the American College Health Association-National College Health Assessment II…
Assessment of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Plotts, Cynthia A.

2012-01-01

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…
Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Eacho, Thomas Christopher

2013-01-01

The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate,…
Group Treatment of Eating Disorders in a University Counseling Center.

ERIC Educational Resources Information Center

Snodgrass, Gregory; And Others

Sociocultural pressures to pursue an unrealistic ideal of thinness have contributed to an increasing number of students seeking help at a university counseling center for the eating disorders of anorexia nervosa and bulimia. To help these students, a group treatment technique was developed using a cognitive-behavioral approach. Treatment…
Acid-Base Disorders--A Computer Simulation.

ERIC Educational Resources Information Center

Maude, David L.

1985-01-01

Describes and lists a program for Apple Pascal Version 1.1 which investigates the behavior of the bicarbonate-carbon dioxide buffer system in acid-base disorders. Designed specifically for the preclinical medical student, the program has proven easy to use and enables students to use blood gas parameters to arrive at diagnoses. (DH)
Practical Considerations of Excluding Conduct Disordered Students: An Empirical Analysis.

ERIC Educational Resources Information Center

Pullis, Michael

1991-01-01

Ratings of 224 students with serious emotional disturbances by 40 teachers indicated that conduct disorders were very prevalent, were correlated with other problematic aspects of temperament and classroom competence, and co-occurred with other types of behavioral problems. Implications of the study for making eligibility decisions for special…
Challenges to Augmentative and Alternative Communication Interventions with Autism Spectrum Disorder Students

ERIC Educational Resources Information Center

Singer-MacNair, Kristy

2017-01-01

Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience…
Voices of University Students with ADHD about Test-Taking: Behaviors, Needs, and Strategies

ERIC Educational Resources Information Center

Ofiesh, Nicole; Moniz, Erin; Bisagno, Joan

2015-01-01

In order to understand the test-taking behavior, needs, and strategies of postsecondary students with Attention Deficit Hyperactivity Disorder (ADHD), focus group comments from 17 university students with ADHD were analyzed. These comments formed the basis for a series of research studies that are in progress regarding test-taking and individuals…
"Drunkorexia": Understanding Eating and Physical Activity Behaviors of Weight Conscious Drinkers in a Sample of College Students

ERIC Educational Resources Information Center

Wilkerson, Amanda H.; Hackman, Christine L.; Rush, Sarah E.; Usdan, Stuart L.; Smith, Corinne S.

2017-01-01

Objective: Behaviors of weight conscious drinkers (BWCD) include disordered eating, excessive physical activity (PA), and heavy episodic drinking. Considering that approximately 25% of the college students report BWCD, it is important to investigate what characteristics increase the likelihood of college students engaged in BWCD for both moderate…
Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders

ERIC Educational Resources Information Center

Eldar, Eitan; Ayvazo, Shiri; Hirschmann, Michal

2018-01-01

Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem…
Self-Monitoring Interventions for Students with EBD: Applying UDL to a Research-Based Practice

ERIC Educational Resources Information Center

Cook, Sara Cothren; Rao, Kavita; Collins, Lauren

2017-01-01

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how…
Using Cover, Copy, and Compare Spelling with and without Timing for Elementary Students with Behavior Disorders

ERIC Educational Resources Information Center

Darrow, Danette; McLaughlin, T. F.; Derby, K. Mark; Johnson, Kathy

2012-01-01

The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC) procedures on spelling performance with two students. The participants were two elementary students enrolled in a self-contained behavior intervention classroom. A multiple baseline design across participants was employed to evaluate the effects of CCC…

Sexual experience among emotionally and behaviorally disordered students in therapeutic day schools: an ecological examination of adolescent risk.

PubMed

Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen

2012-09-01

This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.
District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School

ERIC Educational Resources Information Center

Jolivette, Kristine; Swoszowski, Nicole C.; Josephs, Nikki L.; McDaniel, Sara C.; Ennis, Robin Parks

2012-01-01

Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE…
Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools

ERIC Educational Resources Information Center

Hartman, Kelsey; Gresham, Frank M.; Byrd, Shelby

2017-01-01

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…
A Meta-Analysis of Video-Modeling Based Interventions for Reduction of Challenging Behaviors for Students with EBD

ERIC Educational Resources Information Center

Losinski, Mickey; Wiseman, Nicole; White, Sherry A.; Balluch, Felicity

2016-01-01

The current study examined the use of video modeling (VM)-based interventions to reduce the challenging behaviors of students with emotional or behavioral disorders. Each study was evaluated using Council for Exceptional Children's (CEC's) quality indicators for evidence-based practices. In addition, study effects were calculated along the three…
Teacher Implementation of Trial-Based Functional Analysis and Function-Based Interventions for Students with Challenging Behavior

ERIC Educational Resources Information Center

Flynn, Susan Dagenhart

2012-01-01

Children and youth with autism spectrum disorders (ASD) or emotional and behavioral disabilities (E/BD) often exhibit challenging behavior including aggression, self-injury, non-compliance, or property destruction (Kamps, Kravits, Rauch, Kamps, & Chung, 2000; National Autism Center, 2009). As a result, students with ASD or E/BD often miss out…
Behavioral Intervention Plans: Legal and Practical Considerations for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Maag, John W.; Katsiyannis, Antonis

2006-01-01

Reauthorization of the Individuals with Disabilities Education Act (IDEA) specifies that a behavioral intervention plan (BIP) must be developed for students with disabilities under certain disciplinary exclusions. IDEA, however, does not provide details as to what should be included in BIPs, and this lack of specific guidance often results in…
Evaluating a School-Based Day Treatment Program for Students with Challenging Behaviors

ERIC Educational Resources Information Center

Hickman, Antoine Lewis

2014-01-01

Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…
Changes and specificities in health behaviors among healthcare students over an 8-year period

PubMed Central

Delay, J.; Grigioni, S.; Déchelotte, P.; Ladner, J.

2018-01-01

Background Healthcare students are future health care providers and serve as role models and coaches to enhance behaviors for healthy lifestyles. However healthcare students face multiple stressors that could lead to adopting risk behaviors. Objectives To assess the changes in health risk factors among healthcare students between 2007 and 2015, and to identify specific health behaviors based on the curriculum in a population of healthcare students: Methods Two cross sectionnal studies were conducted in 2007 and 2015 among nursing, medical, pharmacy, and physiotherapy students (Rouen, France). During compulsory courses and examination sessions students filled self-administered questionnaires on socio-demographic characteristics and behavior as: tobacco smoking, alcohol consumption, cannabis consumption, eating disorders, regular practice of sport, perceived health, stress and use of psychotropic drugs. Results 2,605 healthcare students were included (1,326 in 2007 and 1,279 in 2015), comprising 1,225 medical students (47.0%), 738 nursing students (28.3%), 362 pharmacy students (13.9%), and 280 physiotherapy students (10.8%). Between 2007 and 2015, occasional binge drinking and regular practice of sport increased significantly among healthcare students, respectively AOR = 1.48 CI95% (1.20–1.83) and AOR = 1.33 CI95% (1.11–1.60), regular cannabis consumption decreased significantly, AOR = 0.32 CI95% (0.19–0.54). There was no change in smoking or overweight/obese. There was a higher risk of frequent binge drinking and a lower risk of tobacco smoking in all curricula than in nursing students. Medical students practiced sport on a more regular basis, were less overweight/obese, had fewer eating disorders than nursing students. Conclusion Our findings demonstrate a stable frequency of classic behaviors as smoking but a worsening of emerging behaviors as binge drinking among healthcare students between 2007 and 2015. Health behaviors differed according to healthcare curricula and nursing students demonstrated higher risks. As health behaviors are positively related to favorable attitudes towards preventive counseling, therefore healthcare students should receive training in preventive counseling and develop healthy lifestyles targeted according to the health curriculum. PMID:29566003
Emotional Behavior Disorders: The Lost Population of Special Education

ERIC Educational Resources Information Center

Bounds, Quintella

2012-01-01

The primary purpose of this study was to determine if there is a significant difference in postsecondary completion rates between students with Emotional Behavior Disorder (EBD) who were involved with their own postsecondary transition planning processes, whose parents were involved in the transition planning, and who received services or…
Service Provisions for Youth with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Dean, Latoya Lavan

2012-01-01

Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis…
Teaching Dining Skills to Students with Emotional and Behavior Disorders

ERIC Educational Resources Information Center

Shepherd, Terry L.

2009-01-01

Children with emotional and behavior disorders often have difficulties understanding social cues, responding appropriately in social situations, and initiating age-appropriate interactions with peers and adults. A real-life social activity that is often neglected in social skills training is dining. Dining involves dining etiquette, personal…
Subclinical eating disorders in female medical students in Anhui, China: a cross-sectional study.

PubMed

Chang, Wei-Wei; Nie, Miao; Kang, Yao-Wen; He, Lian-Ping; Jin, Yue-Long; Yao, Ying-Shui

2015-04-01

This cross-sectional study explored the prevalence of eating disorders (EDs) and possible associated factors (depressive symptoms, anxiety and BMI, etc) on EDs in female medical students in China. A total of 1,135 students in Wuhu, Anhui Province were sampled to participate in this survey. The survey collected sociodemographic data, depressive symptoms, anxiety and eating behaviors of students. The students at risk for eating disorders were 2.17%. Eating disorder risk was more frequent in students with poor parent's relationship, students with poor relationship with parents, students with high body mass index, students who were excessive focus on slimming propaganda, and students whose relatives have a diet. Also, the mean scores for the psychological factors of depression and anxiety were higher in students with eating disorder risk. A multiple linear regression model was produced depicting that depression, anxiety, high level of BMI, focusing on slimming propaganda, and dieting status among relatives were risk factors of having an eating disorder risk. A significant fraction of female medical students in Anhui are at high risk of development of eating disorders. A comprehensive intervention focusing on family environment and emotion management should be designed to prevent occurrence of such disorders among medical students that would undoubtedly hamper the availability of dependable medical services in future. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.
Gambling behavior of student-athletes and a student cohort: what are the odds?

PubMed

Weinstock, Jeremiah; Whelan, James P; Meyers, Andrew W; Watson, Jennifer M

2007-03-01

This study investigated the prevalence of gambling, gambling related NCAA violations, and disordered gambling in student-athletes (n = 736) with a comparison cohort of students (n = 1,071) at four universities. Student-athletes reported similar rates of gambling frequency, use of a bookmaker, and disordered gambling as students. After accounting for demographic differences, student-athletes were less likely to engage in sports wagering than students. Several risk factors for disordered gambling were identified, including being male and reporting at least one parent with a history of gambling problems. These findings suggest that problems associated with gambling are a university-wide issue with student-athletes meriting additional attention because of implications for the integrity of intercollegiate sports. Improved prevention and intervention efforts for collegiate gambling are recommended.
Monitoring Students with ADHD within the RTI Framework

ERIC Educational Resources Information Center

Haraway, Dana L.

2012-01-01

Students with Attention Deficit Hyperactivity Disorders (ADHD) can present unique behavioral and academic challenges within the school environment. The Response to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) movements have sought to formalize intervention systems to address the needs of all children. An integral…
Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

ERIC Educational Resources Information Center

Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D.

2017-01-01

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…
Disordered eating and injuries among adolescent ballet dancers.

PubMed

Thomas, J J; Keel, P K; Heatherton, T F

2011-09-01

Ballet dancers are at elevated risk for eating disorders, but the extent to which disordered eating attitudes and behaviors represent a relatively benign adaptation to an environment that values extreme thinness, or a functionally impairing form of psychopathology, has sparked considerable debate. To determine whether disordered eating is associated with role impairment in dancers, we evaluated its association with musculoskeletal injuries among 239 adolescent female ballet students. Dance students reported a variety of lifetime disordered eating behaviors to control weight including fasting (29.3%), vomiting (9.6%), and laxative use (4.2%). More than half (52.3%) reported a lifetime history of injury (stress fracture, broken bone, and/or medically treated tendonitis). A greater number of lifetime disordered eating behaviors was associated with a greater number of lifetime injuries (p=0.01). Moreover, vomiting history was associated with greater likelihood of injury (p=0.004) and increased time to recover from injury (median difference=22.8 days, p=0.006). Although the direction of causality cannot be determined from this retrospective design, these results suggest that disordered eating is associated with role-relevant functional impairment, even among members of a subculture that values extreme thinness.
Meeting the Needs of Rural Gifted Students with Handicapping Conditions.

ERIC Educational Resources Information Center

Poppe, Roger L.; Gabaldon, Thomas

This paper describes a rural Hispanic community's efforts to identify and develop a program for gifted students in grades 2-6 who are also mildly to moderately handicapped (learning disabled, behavior disordered, or communication disordered). The "Twice Exceptional" (2E) program, in Los Lunas, New Mexico, is a modified full-time separate…
Implementing Work Systems across the School Day: Increasing Engagement in Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Hume, Kara; Reynolds, Beth

2010-01-01

Work systems provide visual information and organization for students with autism spectrum disorders (ASD) and assist in increasing on-task behavior and productivity while simultaneously decreasing adult prompting. Work systems are a core component of the Treatment and Education of Autistic and Related Communication-Handicapped Children…
Narcissism: The Good, the Bad, and the Ugly

ERIC Educational Resources Information Center

Spencer, Vicky G.; Garcia-Simpson, Cynthia; Newland, Shera

2007-01-01

The purpose of this article was to explore the complex issues surrounding the behaviors exhibited by students who have Narcissistic Personality Disorder (NPD) and the role the disorder may play in school violence. Students with NPD are often characterized by arrogance, grandiosity, and self-importance; a preoccupation with fantasies of success and…
Using a Multicomponent Function-Based Intervention to Support Students with Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Cho, Su-Je; Blair, Kwang-Sun Cho

2017-01-01

The current study evaluated the effects of a multicomponent function-based intervention on students with other health impairment (OHI) for attention deficit hyperactivity disorder (ADHD) in a private special education school. The focus of the intervention was to prevent problem behaviors and to increase academic engagement by modifying classroom…

Rx for Students' Mental Health: What Boards Can Do

ERIC Educational Resources Information Center

Eells, Gregory T.

2011-01-01

Alcohol and substance disorders. Life-threatening eating disorders. Suicidal behaviors. Students' mental-health needs continue to garner considerable attention at colleges and universities--as well as among the public and in the press when a high-profile tragedy occurs. Institutions and the boards of trustees that govern them are challenged with…
Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder (ADHD) Students

ERIC Educational Resources Information Center

Conforti, Darlene

2012-01-01

Many teachers are concerned about their ability to work effectively with students who have attention deficit/ hyperactivity disorder (ADHD). The purpose of this quantitative, descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The…
The Relationship of Level of Positive Mental Health with Current Mental Disorders in Predicting Suicidal Behavior and Academic Impairment in College Students

ERIC Educational Resources Information Center

Keyes, Corey L. M.; Eisenberg, Daniel; Perry, Geraldine S.; Dube, Shanta R.; Kroenke, Kurt; Dhingra, Satvinder S.

2012-01-01

Objective: To investigate whether level of positive mental health complements mental illness in predicting students at risk for suicidal behavior and impaired academic performance. Participants: A sample of 5,689 college students participated in the 2007 Healthy Minds Study and completed an Internet survey that included the Mental Health…
An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Abdulalim, Latif

2014-01-01

This study examined programming practices that have identified in the research as critical for school success for students with emotional and behavioral disorders (EBD). Secondary purposes of the study were to identify the extent to which these practices were used and to examine student social/emotional and academic outcome data in a public day…
Implementing Check in/Check out for Students with Emotional and Behavioral Disorders in Residential and Juvenile Justice Settings

ERIC Educational Resources Information Center

Swoszowski, Nicole Cain; Patterson, DaShaunda P.; Crosby, Shane

2011-01-01

Students who display the most challenging behaviors are more likely to be excluded from the general education learning environment and placed in more restrictive environments such as residential or juvenile justice (JJ) settings. Historically, the approaches used to address the needs of these students have been rooted in reactionary and punitive…
Verbal Behavior Analysis: A Program of Research in the Induction and Expansion of Complex Verbal Behavior

ERIC Educational Resources Information Center

Greer, R. Douglas; Ross, Denise E.

2004-01-01

Both applied and conceptual experiments based on Skinner's theory of verbal behavior have led to significant benefits for: (a) persons with language disorders and delays, (b) students who need to bridge the achievement gap, (c) professionals who work with students, and (d) individuals who wish to design functional curricula and pedagogy to meet…
Collecting Behavioral Data in General Education Settings: A Primer for Behavioral Data Collection

ERIC Educational Resources Information Center

Lee, David L.; Vostal, Brooks; Lylo, Brooke; Hua, Youjia

2011-01-01

Recent trends toward the inclusion of students with disabilities mean that a majority of students with emotional and behavioral disorders (EBD) now spend at least 40% of their day in general education settings. With this change in location, teachers in general education settings are now asked to perform tasks that were not given much emphasis…
Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors.

PubMed

DeBate, Rita D; Severson, Herbert H; Cragun, Deborah L; Gau, Jeff M; Merrell, Laura K; Bleck, Jennifer R; Christiansen, Steve; Koerber, Anne; Tomar, Scott L; McCormack Brown, Kelli R; Tedesco, Lisa A; Hendricson, William

2013-06-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51-0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed.
Evaluation of a theory-driven e-learning intervention for future oral healthcare providers on secondary prevention of disordered eating behaviors

PubMed Central

DeBate, Rita D.; Severson, Herbert H.; Cragun, Deborah L.; Gau, Jeff M.; Merrell, Laura K.; Bleck, Jennifer R.; Christiansen, Steve; Koerber, Anne; Tomar, Scott L.; McCormack Brown, Kelli R.; Tedesco, Lisa A.; Hendricson, William

2013-01-01

Oral healthcare providers have a clinical opportunity for early detection of disordered eating behaviors because they are often the first health professionals to observe overt oral and physical signs. Curricula regarding early recognition of this oral/systemic medical condition are limited in oral health educational programs. Web-based learning can supplement and reinforce traditional learning and has the potential to develop skills. The study purpose was to determine the efficacy of a theory-driven Web-based training program to increase the capacity of oral health students to perform behaviors related to the secondary prevention of disordered eating behaviors. Using the Reach, Effectiveness, Adoption, Implementation and Maintenance evaluation framework, a longitudinal group-randomized controlled trial involving 27 oral health classes from 12 oral health education programs in the United States was implemented to assess the efficacy of the Web-based training on attitudes, knowledge, self-efficacy and skills related to the secondary prevention of disordered eating behaviors. Mixed-model analysis of covariance indicated substantial improvements among students in the intervention group (effect sizes: 0.51–0.83) on all six outcomes of interest. Results suggest that the Web-based training program may increase the capacity of oral healthcare providers to deliver secondary prevention of disordered eating behaviors. Implications and value of using the Reach, Effectiveness, Adoption, Implementation and Maintenance framework are discussed. PMID:23564725
Exploring Speech Recognition Technology: Children with Learning and Emotional/Behavioral Disorders.

ERIC Educational Resources Information Center

Faris-Cole, Debra; Lewis, Rena

2001-01-01

Intermediate grade students with disabilities in written expression and emotional/behavioral disorders were trained to use discrete or continuous speech input devices for written work. The study found extreme variability in the fidelity of the devices, PowerSecretary and Dragon NaturallySpeaking ranging from 49 percent to 87 percent. Both devices…
Prevalence of Aggression and Defiance in Children with ADD/ADHD Tendencies

ERIC Educational Resources Information Center

Hill, Janella

2011-01-01

Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD) appear to have become more prevalent in the past few years. Many children who display ADD/ADHD tendencies also display behaviors which cause problems in a classroom setting. Considering the fact that these behaviors could be displayed by the student population as…
How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing

ERIC Educational Resources Information Center

Kauffman, James M.; Badar, Jeanmarie

2013-01-01

The authors note that identification as having emotional or behavioral disorders (EBD) is generally acknowledged to be stigmatizing. The stigma associated with identification as needing special education for EBD (or any other disability) could be reduced by talking in readily understood language about differences, accepting the reality of…
Families and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Brigham, Fredrick J.; Bakken, Jeffrey P.; Rotatori, Anthony F.

2012-01-01

The purpose of the present chapter is to provide an overview of issues facing families of children and youths with emotional and behavioral disorders (EBD). We argue that although much is written about families of individuals with disabilities, comparatively little is known about families with children in this category. We suggest that the…
Evaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Johnson, Jesse W.; Blood, Erika; Freeman, Amy; Simmons, Karen

2013-01-01

A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data…
Preparing Teachers for Students with Emotional or Behavioral Disabilities in Professional Development Schools.

ERIC Educational Resources Information Center

Belknap, Nancy; Mosca, Frank J.

This paper describes George Washington University's Teacher Preparation Programs for Children with Emotional Disturbance, which uses a Professional Development School (PDS) model to deepen understanding about the specific needs of students with emotional or behavioral disorders (EBD) and prepare outstanding classroom teachers. Goals are to improve…
Inclusion Strategies for Students with Learning and Behavior Problems: Perspectives, Experiences, and Best Practices.

ERIC Educational Resources Information Center

Zionts, Paul, Ed.

This book presents discussions of the practical implementation of inclusion principles with students having learning and/or behavioral problems and disorders. The chapters, arranged under two topical units, "Perspectives and Experiences" and "Best Practices" are: (1) "Inclusion: Chasing the Impossible Dream? Maybe"…
Effective Classroom Management: An Air Traffic Control Analogy

ERIC Educational Resources Information Center

Mundschenk, Nancy A.; Miner, Craig A.; Nastally, Becky L.

2011-01-01

Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their…
Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students with ADHD? A Single-Subject Meta-Analysis

ERIC Educational Resources Information Center

Miller, Faith G.

2011-01-01

The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention…
C-CARD: A Strategy to Improve Revising Behaviors

ERIC Educational Resources Information Center

Saddler, Bruce; Asaro-Saddler, Kristie; Thomas, Job

2015-01-01

Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner,…
Treating ADHD: addressing the needs of college students.

PubMed

Culpepper, Larry; King, Paul

2012-04-01

College students with undiagnosed attention-deficit/hyperactivity disorder (ADHD) exhibit varying symptoms and may have trouble in class, be involved in driving accidents, be late to appointments, be disruptive, and abuse alcohol. Clinicians and others in a position to recognize and identify behaviors indicative of ADHD should either complete a thorough assessment for ADHD, including disorders that commonly co-occur with or are mistaken for the illness, or refer students to someone who can. For students with a comprehensive evaluation who are diagnosed with ADHD, special accommodations are available on campus. Clinicians can provide students with several strategies to manage their disorder and improve their chances of having a successful academic career. © Copyright 2012 Physicians Postgraduate Press, Inc.

The DSM-5 nonsuicidal self-injury disorder among incoming college students: Prevalence and associations with 12-month mental disorders and suicidal thoughts and behaviors.

PubMed

Kiekens, Glenn; Hasking, Penelope; Claes, Laurence; Mortier, Philippe; Auerbach, Randy P; Boyes, Mark; Cuijpers, Pim; Demyttenaere, Koen; Green, Jennifer G; Kessler, Ronald C; Nock, Matthew K; Bruffaerts, Ronny

2018-04-26

Approximately one in five college students report a history of nonsuicidal self-injury. However, it is unclear how many students meet criteria for the recently proposed DSM-5 nonsuicidal self-injury disorder (NSSI-D). In this study, we used full NSSI-D criteria to identify those students most in need of clinical care. Using data from the Leuven College Surveys (n = 4,565), we examined the 12-month prevalence of DSM-5 NSSI-D in a large and representative sample of incoming college students. We also explored the optimal frequency threshold as a function of interference in functioning due to NSSI, and examined comorbidity patterns with other 12-month mental disorders (i.e., major depressive disorder, broad mania, generalized anxiety disorder, panic disorder, and alcohol dependence) and suicidal thoughts and behaviors (STB). Twelve-month NSSI-D prevalence was 0.8% and more common among females (1.1%) than males (0.4%). The proposed 5+ diagnostic threshold was confirmed as yielding highest discrimination between threshold and subthreshold cases in terms of distress or disability due to NSSI. A dose-response relationship was observed for NSSI recency-severity (i.e., 12-month NSSI-D, subthreshold 12-month NSSI-D, past NSSI, no history of NSSI) with number of 12-month mental disorders and STB. NSSI-D occurred without comorbid disorders for one in five individuals, and remained associated with severe role impairment when controlling for the number of comorbid disorders. These findings offer preliminary evidence that DSM-5 NSSI-D is uncommon among incoming college students, but may help to improve the deployment of targeted resource allocation to those most in need of services. More work examining the validity of NSSI-D is required. © 2018 Wiley Periodicals, Inc.
Survey on eating disorder-related thoughts, behaviors, and their relationship with food intake and nutritional status in female high school students in Taiwan.

PubMed

Chang, Yu-Jhen; Lin, Wei; Wong, Yueching

2011-02-01

Eating disorders are now a global health problem for adolescents and young female adults. The level of eating disorders among young female adults is growing in Asian countries. Therefore, the purpose of this study was to investigate body image, weight concerns, eating attitudes, dietary intake, and nutritional status related to eating disorders of female high school students in Taiwan. A total of 1605 female high school students participated in this study. The written questionnaire included respondents' demographics and weight concerns, the Eating Attitudes Test-26 (EAT-26), and 24-hour dietary recall. Blood chemistry data were also collected. The data were analyzed using a Student t test, χ(2) analysis, and logistic regression. Disturbed eating attitudes and behaviors were found in 17.11% of participants (measured by an EAT-26 score ≥20). Logistic regression analyses showed that disturbed eating attitudes/behaviors were significantly associated with overestimation of body weight, unrealistic body weight goal, dissatisfaction with body weight, and weight loss experiences. The reported intakes of energy, protein, carbohydrate, zinc, and vitamins B6 and B12 were significantly lower in participants with disturbed eating patterns than in participants without disturbance issues. Conversely, participants with disturbed eating patterns had higher dietary and crude fiber intake than participants without disturbed eating issues. The percentage of participants with abnormal values of total iron-binding capacity and serum iron was significantly higher in those with disturbed eating patterns than in those without disturbed eating patterns. Disturbed eating attitudes/behaviors exist among female adolescents in Taiwan, and these behaviors jeopardize their nutritional status. The possibility of using the EAT-26 as a reference to predict the quality and quantity of food intake among female adolescents is worthy of further study.
Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

PubMed

Buchanan, Rohanna; Nese, Rhonda N T; Clark, Miriam

2016-05-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students' transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.
Exploring the Relationship between Experiential Avoidance, Alcohol Use Disorders, and Alcohol-Related Problems among First-Year College Students

ERIC Educational Resources Information Center

Levin, Michael E.; Lillis, Jason; Seeley, John; Hayes, Steven C.; Pistorello, Jacqueline; Biglan, Anthony

2012-01-01

Objective: This study explored the relationship of experiential avoidance (eg, the tendency to avoid, suppress, or otherwise control internal experiences even when doing so causes behavioral harm) to alcohol use disorders and alcohol-related problems. Participants: Cross-sectional data were collected from 240 undergraduate college students in…
Brief Report: Problem Solving Therapy in College Students with Autism Spectrum Disorders: Feasibility and Preliminary Efficacy

ERIC Educational Resources Information Center

Pugliese, Cara E.; White, Susan W.

2014-01-01

Students with autism spectrum disorder (ASD), though academically capable, can have difficulty succeeding in college. Evidence-based intervention to promote effective problem solving may improve quality of life, as well as success and satisfaction in college. This study adapted and piloted a group-based cognitive-behavioral intervention program,…
Similar but Different: Sociocultural Attitudes towards Appearance, Body Shape Dissatisfaction, and Weight Control Behaviors among Male and Female College Students

ERIC Educational Resources Information Center

DeBate, Rita; Lewis, Melissa; Zhang, Yan; Blunt, Heather; Thompson, Sharon H.

2008-01-01

Background: Although females have a higher incidence of eating disorders than males, there is evidence that among college students both males and females are vulnerable to risk factors associated with eating disorders. Purpose: To explore the relationship between sociocultural attitudes towards appearance (SCATA), body shape (dis)satisfaction…
The contribution of school environmental factors to individual and school variation in disordered weight control behaviors in a statewide sample of middle schools.

PubMed

Austin, S Bryn; Richmond, Tracy K; Spadano-Gasbarro, Jennifer; Greaney, Mary L; Blood, Emily A; Walls, Courtney; Wang, Monica L; Mezgebu, Solomon; Osganian, Stavroula K; Peterson, Karen E

2013-01-01

We investigated the contribution of school environmental factors to individual and school variation in disordered weight control behaviors (DWCB). Analyses were based on self-report data gathered from 18,567 middle-school students in 2005 and publicly available data on school characteristics. We observed large differences across schools in percent of students engaging in DWCB in the past month, ranging from less than 1% of the student body to 12%. School-neighborhood poverty was associated with higher odds of DWCB in boys. Preventive strategies need to account for wide variability across schools and environmental factors that may contribute to DWCB in early adolescence.
Transition Supports for At-Risk Students: A Case Example

ERIC Educational Resources Information Center

Buchanan, Rohanna; Ruppert, Traci; Cariveau, Tom

2016-01-01

Middle school students with emotional and behavioral disorders are at risk for myriad negative outcomes. Transitioning between schools may increase risk for students being reintegrated into their neighborhood school. The current study seeks to inform supports for students and their families during these transitions. Students With Involved Families…
Effects of a Summarizing Strategy on Written Summaries of Children with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Ellis-Robinson, Tammy

2017-01-01

In this single-subject study, we examined the effects of a summarizing strategy on the written summaries of children with emotional and behavioral disorders (EBDs). Six students with EBDs in fifth and sixth grades learned a mnemonic-based strategy for summarizing taught through the self-regulated strategy development (SRSD) approach. Visual…
Burnout Experience of Teachers Serving Students with Emotional Behavioral Disorders in Grades PreK-8 within Non-Public Special Education Day Schools

ERIC Educational Resources Information Center

Hill, Kendra A.

2011-01-01

This exploratory study examined the relationships between five predictor variables identified by the literature (age, years of special education teaching experience, level of emotional behavioral disorders (EBD) preparation, principal support, and principal feedback) and two higher order terms (age and years of special education teaching…
Emotional and Behavioral Disorders in South Korea: Current Status and Issues

ERIC Educational Resources Information Center

Kim, Joungmin; Kim, Kyeong-hwa

2016-01-01

In South Korea, there is no consensus on the definition of emotional and behavioral disorders (EBD). This column focuses on how the definition has affected the prevalence rates and services available for students with EBDs. Of the legal, clinical, and educational definitions, the legal definition of EBDs is currently in common use, which raises…
Relationships of Aggression Subtypes and Peer Status among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

ERIC Educational Resources Information Center

Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram

2014-01-01

This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…
The Effects of a Response-Cost Program on the Classroom Behavior of Two Children with Attention Deficit/Hyperactivity Disorder.

ERIC Educational Resources Information Center

Rickman, David; Motzenbecker, Trudi

This study examines the effects of using response cost in combination with positive reinforcement procedures in helping two second grade students with attention deficit hyperactivity disorder maintain their attention in the classroom. This involved the loss of reinforcers/points contingent upon inappropriate behavior in the classroom, in addition…
Behavioral Disorders: Practice Concerns and Students with EBD. Advances in Special Education. Volume 23

ERIC Educational Resources Information Center

Bakken, Jeffrey P., Ed.; Obiakor, Festus E., Ed.; Rotatori, Anthony F., Ed.

2012-01-01

Volumes 22 and 23 of the "Advances in Special Education" address the current top perspectives and issues in the field of emotional and behavioral disorders (EBD) by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and dimensions…
Post-Traumatic Stress Disorder and Health Risk Behaviors among Afghanistan and Iraq War Veterans Attending College

ERIC Educational Resources Information Center

Widome, Rachel; Kehle, Shannon M.; Carlson, Kathleen F.; Laska, Melissa Nelson; Gulden, Ashley; Lust, Katherine

2011-01-01

Objective: To determine if post-traumatic stress disorder (PTSD) is associated with health risk behaviors among Operations Enduring and Iraqi Freedom (OEF/OIF) veterans attending college. Method: Using 2008 Boynton College Student Health Survey data, we tested associations between self-reported PTSD diagnosis and self-reported risk behaviors…
Culture or Disorder? African American Children Identified as Having Behavioral/Emotional Disorders in Special Education. Data Trends #101

ERIC Educational Resources Information Center

Research and Training Center on Family Support and Children's Mental Health, 2004

2004-01-01

"Data Trends" reports present summaries of research on mental health services for children and adolescents and their families. The article summarized in this "Data Trends" describes the results of an ethnographic study of expressions of African American culture and coping styles among students identified as having behavioral/emotional disorders…
The Impact of Labels and Behaviors on the Stigmatization of Adults with Asperger's Disorder

ERIC Educational Resources Information Center

Butler, Robert C.; Gillis, Jennifer M.

2011-01-01

Currently, there is a paucity of literature on stigmatization of adults with Asperger's Disorder (AD). Therefore, this study examined whether young adults hold stigmatizing views towards individuals with AD and if that stigmatization is elicited by behaviors or labels. College students (N = 195) read one of six vignettes. A modified Social…
Case Studies in Applied Behavior Analysis for Students and Adults with Disabilities

ERIC Educational Resources Information Center

Storey, Keith; Haymes, Linda

2016-01-01

This book responds to a critical need for highly qualified personnel who will become exemplary professionals because of their advanced knowledge, skills, and experiences in working with students and adults that have varying disabilities, including Autism Spectrum Disorders (ASD). Since Board Certification for behavior analysts was introduced,…
Mindset of Paraprofessionals Serving Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Van Loan, Christopher L.; Werts, Margaret Gessler

2018-01-01

As schools across the United States move toward more inclusive models and as caseloads for special education teachers increase, special education paraprofessionals are being hired to fill service delivery gaps. Most often, paraprofessionals are asked to provide social and behavioral support to students with disabilities, and much of their time is…
Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently

ERIC Educational Resources Information Center

Cerar, Nancy Irby

2012-01-01

A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities (EBD) received two instructional phases of Self-Regulated Strategy Development (SRSD) instruction for writing persuasive essays over 33 days of intervention.…

Three-Tiered Support for Students with E/BD: Highlights of the Universal Tier

ERIC Educational Resources Information Center

George, Michael P.; George, Nancy L.; Kern, Lee; Fogt, Julie B.

2013-01-01

The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…
Effects of Response Options on the Mathematics Performance of Secondary Students with Emotional or Behavioral Disorders

ERIC Educational Resources Information Center

Hott, Brittany L.

2012-01-01

Active participation is the hallmark of instructional accomplishment. Teachers have long sought ways of encouraging more active responding on the part of their students to increase achievement and also to decrease behavioral problems in the classroom. The literature regarding "Opportunities to Respond" (OTR) describes a variety of…
Tough To Reach, Tough To Teach: Students with Behavior Problems.

ERIC Educational Resources Information Center

Rockwell, Sylvia

This book on students with behavior disorders is intended to serve as a resource on intervention strategies for regular education teachers, administrators, and support personnel. After an introductory chapter, a chapter on classroom climate considers setting limits, safety, trust, acceptance, and sense of purpose. The next chapter, on scheduling,…
Differentiated Instruction for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Borders, Christy; Bock, Stacey Jones; Michalak, Nichelle

2012-01-01

Today's classroom differs greatly from the classroom a decade ago. This is due, in part, to the changing demographics of students across the United States where diversity is now the norm. As children enter the educational system with diverse backgrounds, they are exposed to new experiences that facilitate changes in interests, behaviors, and…
A Programmatic Description of an International Private Behaviorally Orientated Autism School

ERIC Educational Resources Information Center

Au, Angel Hoe Chi; Mountjoy, Toby James; Man, Kathleen Lai Ping; Leaf, Justin B.; Leaf, Ronald B.; Taubman, Mitchell; McEachin, John

2015-01-01

In Hong Kong, today's students diagnosed with an Autism Spectrum Disorder (ASD) receive their educational intervention through the public school system. This paper describes an application of a behaviorally based model to the only privately funded autism school in Hong Kong that serves up to 70 students diagnosed with ASD. General information…
Do Functional Behavioral Assessments Improve Intervention Effectiveness for Students Diagnosed with ADHD? A Single-Subject Meta-Analysis

ERIC Educational Resources Information Center

Miller, Faith G.; Lee, David L.

2013-01-01

The primary purpose of this quantitative synthesis of single-subject research was to investigate the relative effectiveness of function-based and non-function-based behavioral interventions for students diagnosed with attention-deficit/hyperactivity disorder. In addition, associations between various participant, assessment, and intervention…
In Control: Anger Management and the Development of Prosocial Behavior.

ERIC Educational Resources Information Center

Kellner, Millicent H.; Salvador, Diana S.; Bry, Brenna H.

This paper describes the preliminary results of a study of In Control, an anger management curriculum offered in the middle school of a therapeutic day school for children with severe emotional and behavioral disorders. Twenty students received the program, while 26 did not. Measures were number of anger logs students completed; institutional…
A Phenomenological Study of Elementary Teachers of Autism Spectrum Disorder Students: Common Lived Experiences

ERIC Educational Resources Information Center

Barnhart, Ramona

2017-01-01

Autism continues to be an intriguing condition, and perhaps the most efficiently researched of all child psychiatric disorders (Wolff, 2004). Autism spectrum disorders (ASD) are multifaceted neurodevelopmental disorders that entail vital social focused deficiency and behavioral obstinacy. Autism is the ultimate form of ASD and includes substantial…
Gender differences in exercise dependence and eating disorders in young adults: a path analysis of a conceptual model.

PubMed

Meulemans, Shelli; Pribis, Peter; Grajales, Tevni; Krivak, Gretchen

2014-11-05

The purpose of our study was to study the prevalence of exercise dependence (EXD) among college students and to investigate the role of EXD and gender on exercise behavior and eating disorders. Excessive exercise can become an addiction known as exercise dependence. In our population of 517 college students, 3.3% were at risk for EXD and 8% were at risk for an eating disorder. We used Path analysis the simplest case of Structural Equation Modeling (SEM) to investigate the role of EXD and exercise behavior on eating disorders. We observed a small direct effect from gender to eating disorders. In females we observed significant direct effect between exercise behavior (r = -0.17, p = 0.009) and EXD (r = 0.34, p < 0.001) on eating pathology. We also observed an indirect effect of exercise behavior on eating pathology (r = 0.16) through EXD (r = 0.48, r2 = 0.23, p < 0.001). In females the total variance of eating pathology explained by the SEM model was 9%. In males we observed a direct effect between EXD (r = 0.23, p < 0.001) on eating pathology. We also observed indirect effect of exercise behavior on eating pathology (r = 0.11) through EXD (r = 0.49, r2 = 0.24, p < 0.001). In males the total variance of eating pathology explained by the SEM model was 5%.
The Effect of Music on Exercise Intensity among Children with Autism Spectrum Disorder: A Pilot Study

PubMed Central

Woodman, Ashley C.; Breviglia, Emily; Mori, Yumiko; Golden, Rebecca; Maina, John; Wisniewski, Hannah

2018-01-01

Children with autism spectrum disorder (ASD) are at risk for obesity, commonly have sleep disorders, and exhibit stereotypic behaviors that disrupt their learning. Vigorous levels of exercise have been shown to ameliorate these issues in children with ASD, but little research exists to provide techniques for motivating children with ASD to engage in exercise. The present study examined the effect of music on exercise intensity in a group of 13 elementary school students with ASD. Data were collected across six days during structured (e.g., verbal and physical prompts) and unstructured (e.g., minimal prompting) exercise periods. During these exercise periods, three music conditions were randomized: no music, slow-tempo music, and fast-tempo music. Exercise intensity, measured in Metabolic Equivalent of Tasks by triaxial accelerometers, was greatest during the structured exercise periods and during the slow music condition. Student characteristics moderated the impact of music condition on exercise intensity, such that students with high levels of adaptive behavior or lower levels of maladaptive behavior displayed greater exercise intensity during the fast music condition. PMID:29495354
Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

PubMed Central

Buchanan, Rohanna; Nese, Rhonda N. T.; Clark, Miriam

2017-01-01

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students’ transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools. PMID:29706679
The Effects of Function-Based Self-Management Interventions on Student Behavior

ERIC Educational Resources Information Center

Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.

2014-01-01

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Prevalence and clinical characteristics of attention deficit hyperactivity disorder among primary school students in Bangkok.

PubMed

Benjasuwantep, Banchaun; Ruangdaraganon, Nichara; Visudhiphan, Pongsakdi

2002-11-01

Attention deficit hyperactivity disorder (ADHD) is an important disorder because it is the most prevalent chronic health condition affecting school aged children. Children with ADHD are at risk for academic and behavior problems. There are several studies in many countries worldwide. In Thailand, there have been a few published papers about ADHD. Most of them were studies in a clinically referred population. Four hundred and thirty-three first to sixth grade students from Wat Samiennaree School were included in this study. All children were administered Raven's progressive matrices test for estimation of intellectual functioning and were observed for their behavior in the classrooms by one researcher. Their demographic data was collected by questionnaires. The revised Conners rating scales were scored for each student. Students whose parents did not score the Conners parent rating scale were excluded. The parents of students, whose scores were positive for ADHD, were interviewed according to DSM IV criteria. 353 (81.5%) students from 433 were enrolled in this study. 23 students were diagnosed with ADHD making a prevalence of 6.5 per cent. There were 11 boys and 12 girls. The ratio of male to female was 1:1.09. The ADHD students had lower scores in mathematics than the group without this diagnosis with statistical significance (p = 0.006).
Assessment of the Natural Environment.

ERIC Educational Resources Information Center

Cantrell, Mary Lynn; Cantrell, Robert P.

1985-01-01

Basic assumptions of an ecological-behavioral view of assessing behavior disordered students are reviewed along with a proposed method for ecological analysis and specific techniques for measuring ecological variables (such as environmental units, behaviors of significant others, and behavioral expectations). The use of such information in program…
Using a Mobile Handheld Computer to Teach a Student with an Emotional and Behavioral Disorder to Self-Monitor Attention

ERIC Educational Resources Information Center

Gulchak, Daniel J.

2008-01-01

Teaching students to self-monitor their attention or on-task behavior has a robust history of success in school and has been an effective strategy for students of all ages, including those with and without disabilities. However, this strategy has not made use of advances in technology in order to collect and record performance data. In this study,…
The Effect of Instructional Use of an iPad[R] on Challenging Behavior and Academic Engagement for Two Students with Autism

ERIC Educational Resources Information Center

Neely, Leslie; Rispoli, Mandy; Camargo, Siglia; Davis, Heather; Boles, Margot

2013-01-01

iPads[R] are increasingly used in the education of children with autism spectrum disorder. However, few empirical studies have examined the effects of iPads[R] on student behaviors. The purpose of this study was to compare academic instruction delivered with an iPad[R] to instruction delivered through traditional materials for two students with…
Avoiding Repetitions Reduces ADHD Children's Management Problems in the Classroom

ERIC Educational Resources Information Center

Kapalka, George M.

2005-01-01

Students with attention-deficit hyperactivity disorder (ADHD) often exhibit non-compliance that presents a significant management problem for classroom teachers. Student behavior management training programs suggest that reducing repetitions of commands improves student compliance. To examine this claim, 86 teachers of ADHD students between the…
Creativity and Working Memory in Gifted Students with and without Characteristics of Attention Deficit Hyperactive Disorder: Lifting the Mask

ERIC Educational Resources Information Center

Fugate, C. Matthew; Zentall, Sydney S.; Gentry, Marcia

2013-01-01

There have been some behavioral indicators and some types of task performance that suggest greater creativity in students with attention deficit hyperactive disorder (ADHD). This evidence would appear counterintuitive given that lower working memory (i.e., holding information in mind for novel recombinations) has often been documented in students…
Teachers' Perceptions of Students with Speech Sound Disorders: A Quantitative and Qualitative Analysis

ERIC Educational Resources Information Center

Overby, Megan; Carrell, Thomas; Bernthal, John

2007-01-01

Purpose: This study examined 2nd-grade teachers' perceptions of the academic, social, and behavioral competence of students with speech sound disorders (SSDs). Method: Forty-eight 2nd-grade teachers listened to 2 groups of sentences differing by intelligibility and pitch but spoken by a single 2nd grader. For each sentence group, teachers rated…
Impulse-control disorders in a college sample: results from the self-administered Minnesota Impulse Disorders Interview (MIDI).

PubMed

Odlaug, Brian L; Grant, Jon E

2010-01-01

This study sought to examine the prevalence rates of and gender differences among impulse-control disorders in a college sample. During the fall semester of 2006, 791 college students from 2 private colleges in the Midwest completed a self-administered, modified version of the Minnesota Impulse Disorders Interview to assess lifetime rates of DSM-IV-TR-diagnosed impulse-control disorders. Participation was voluntary and anonymous. The mean age of the sample was 20.0 +/- 1.25 years, with females comprising 67.9% of the respondents. Of the individuals, 10.4% (n = 82) met criteria for at least 1 lifetime impulse-control disorder. The most common disorders were trichotillomania (3.91%) and compulsive sexual behavior (3.66%). Kleptomania was the least common (0.38%). Males were significantly more likely to screen positive for pathological gambling (P = .003) and compulsive sexual behavior (P = .002). Females were more likely to have compulsive buying (P = .033). Impulse-control disorders appear to be common among college students. The high rates indicate that these disorders may be incipient during late adolescence and early adulthood and should be addressed prior to onset of clinical versions of the impulse-control disorder.

Seizure Disorders: An Alternative Explanation for Students' Inattention.

ERIC Educational Resources Information Center

Agnew, Christina M.; Nystul, Michael S.; Conner, Mary Catherine

1998-01-01

Provides an overview of seizure disorders. They are more common than previously thought, and most have their onset in adolescence. Types of seizure disorders common in children, their symptoms, and treatment are described. A case example illustrates behavior in school and a paradoxical medication effect. (EMK)
Mental disorders among college students in the World Health Organization World Mental Health Surveys.

PubMed

Auerbach, R P; Alonso, J; Axinn, W G; Cuijpers, P; Ebert, D D; Green, J G; Hwang, I; Kessler, R C; Liu, H; Mortier, P; Nock, M K; Pinder-Amaker, S; Sampson, N A; Aguilar-Gaxiola, S; Al-Hamzawi, A; Andrade, L H; Benjet, C; Caldas-de-Almeida, J M; Demyttenaere, K; Florescu, S; de Girolamo, G; Gureje, O; Haro, J M; Karam, E G; Kiejna, A; Kovess-Masfety, V; Lee, S; McGrath, J J; O'Neill, S; Pennell, B-E; Scott, K; Ten Have, M; Torres, Y; Zaslavsky, A M; Zarkov, Z; Bruffaerts, R

2016-10-01

Although mental disorders are significant predictors of educational attainment throughout the entire educational career, most research on mental disorders among students has focused on the primary and secondary school years. The World Health Organization World Mental Health Surveys were used to examine the associations of mental disorders with college entry and attrition by comparing college students (n = 1572) and non-students in the same age range (18-22 years; n = 4178), including non-students who recently left college without graduating (n = 702) based on surveys in 21 countries (four low/lower-middle income, five upper-middle-income, one lower-middle or upper-middle at the times of two different surveys, and 11 high income). Lifetime and 12-month prevalence and age-of-onset of DSM-IV anxiety, mood, behavioral and substance disorders were assessed with the Composite International Diagnostic Interview (CIDI). One-fifth (20.3%) of college students had 12-month DSM-IV/CIDI disorders; 83.1% of these cases had pre-matriculation onsets. Disorders with pre-matriculation onsets were more important than those with post-matriculation onsets in predicting subsequent college attrition, with substance disorders and, among women, major depression the most important such disorders. Only 16.4% of students with 12-month disorders received any 12-month healthcare treatment for their mental disorders. Mental disorders are common among college students, have onsets that mostly occur prior to college entry, in the case of pre-matriculation disorders are associated with college attrition, and are typically untreated. Detection and effective treatment of these disorders early in the college career might reduce attrition and improve educational and psychosocial functioning.
Attention Deficit Hyperactivity Disorder: Strategies for the Classroom.

ERIC Educational Resources Information Center

Purvis, Johnny R.; And Others

1992-01-01

This article discusses classroom strategies used with students with attention deficit hyperactivity disorder (ADHD), methods for controlling the ADHD child's behavior, and the need for consistency and collaboration between the school and home. (Author/JDD)
Listening to Student Voices: How Student Advisory Boards Can Help.

ERIC Educational Resources Information Center

Bacon, Ellen; Bloom, Lisa

2000-01-01

This article describes the involvement of students with emotional and/or behavior disorders on effective student advisory boards. Examples are given of student advisory board input in elementary school conflict mediation and mentor programs, a middle school composure room program, and a high school in-school factory program. Stressed is the…
Determinants of Dieting Behavior and Eating Disorders in High School Students.

NASA Astrophysics Data System (ADS)

Emmons, Lillian Miller

This study examines the prevalence and intensity of dieting behavior and the development of eating disorders in a sample of 1269 high school students from ten schools in the Greater Cleveland area. The sample includes four race-sex groups: black and white male and female students. Differences in dieting behavior between these groups are examined and, within each race-sex group, dieters and non-dieters are compared to see whether they differ in such factors as current weight and personal weight history, parental weights, socioeconomic class, religion, birth order, exercise and personality factors such as self-esteem and eating disorder measures. Data were collected using both self-administered questionnaires and in-depth interviews with a subsample of students. The study documents a higher prevalence of dieting and purging behavior than has been reported in other research. Forty-one percent of both black and white males, 61 percent of black females, and 77 percent of white females dieted and many purged, particularly black females who tended to use laxatives and diuretics and white females and males who tended to use vomiting. Dieters and non -dieters differed significantly in past experience with being overweight and in their current weights. At the time of the study 20 to 30 percent of the dieters were classifiable as overweight. While black and white male dieters and non-dieters were in agreement about ideal body weight, white female dieters and non-dieters wanted considerably lower weights than black female dieters and non-dieters. Ethnicity, as determined by socioeconomic class and religion, was not significantly related to dieting behavior, nor was birth order, a familial factor. It appeared that pervasive cultural pressures to attain an ideal figure affected all race-sex groups and led large percentages of the students to diet, even many who were already underweight.
Prevalence of Disordered Eating Behaviors and Bulimia Nervosa in a Sample of Mexican American Female College Students.

ERIC Educational Resources Information Center

Lester, Regan; Petrie, Trent A.

1998-01-01

Disordered eating behaviors and bulimia nervosa were examined in a sample of female Mexican Americans. Results showed that 1.45% to 4.3% could be classified with bulimia. Just over 11% indicated regular binge eating. Dieting and exercising were the primary techniques used for weight control. Implications for intervention are briefly discussed.…
Using Torey Hayden's Teacher Stories to Teach Relationship Skills in Special Education Teacher Preparation

ERIC Educational Resources Information Center

Hoffman, Elin Meyers; Marlowe, Michael J.; Scharf, Kate Hoffman; Disney, Gayle H.; Macer, Alison; Poling, Daniel; Queen, Amber

2015-01-01

Torey Hayden's teacher stories are first-person accounts of being a teacher in classrooms for students with emotional and behavioral disorders. Hayden's books offer readers a real-world look at the joys and challenges of teaching children whose lives are marked by emotional and behavioral disorders, child abuse and trauma, anger and defeat.…
Equity in the Evidence Base: Demographic Sampling in Intervention Research for Students with Emotional and Behavior Disorders

ERIC Educational Resources Information Center

Carrero, Kelly M.; Collins, Lauren W.; Lusk, Mandy E.

2017-01-01

Researchers have been working diligently to build the evidence base for what works for youth with emotional and behavioral disorders (EBD). As the evidence base grows, the field must investigate what works, for whom, and under what conditions. To begin to address for whom the mounting evidence is applicable, this study systematically reviewed…
Mental Health Literacy and Eating-Disordered Behavior: Beliefs of Adolescent Girls Concerning the Treatment of and Treatment-Seeking for Bulimia Nervosa

ERIC Educational Resources Information Center

Mond, J. M.; Marks, P.; Hay, P. J.; Rodgers, B.; Kelly, C.; Owen, C.; Paxton, S. J.

2007-01-01

This research examined the "mental health literacy" of adolescents concerning eating-disordered behavior. A vignette describing a fictional 16-year old female meeting diagnostic criteria for bulimia nervosa was presented to 522 female high school students, followed by a series of questions concerning treatment of and treatment-seeking…
Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf and Hard of Hearing Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Szymanski, Christen A.

2012-01-01

The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest…
Detection of Symptoms of Prevalent Mental Health Disorders of Childhood with the Parent Form of the Behavioral and Emotional Screening System

ERIC Educational Resources Information Center

Dowdy, Erin; Kamphaus, Randy W.; Abdou, Annmary S.; Twyford, Jennifer M.

2013-01-01

This study examined the criterion-related validity of score inferences from the "Behavioral and Emotional Screening System Parent Form" (BESS Parent) for the detection of symptoms of prevalent mental health disorders of childhood. The BESS Parent was administered to 99 parents of first- through fifth-grade students, along with the…
Screening High School Students for Eating Disorders: Validity of Brief Behavioral and Attitudinal Measures

ERIC Educational Resources Information Center

Haines, Jess; Ziyadeh, Najat J.; Franko, Debra L.; McDonald, Julia; Mond, Jonathan M.; Austin, S. Bryn

2011-01-01

Background: Early identification can greatly impact the trajectory of eating disorders, and school-based screening is 1 avenue for identifying those at risk. To be feasible in a school setting, a screening program must use a brief, valid screening tool. The aim of this study was to assess how well brief attitudinal and behavioral survey items…
Recollections of pressure to eat during childhood, but not picky eating, predict young adult eating behavior.

PubMed

Ellis, Jordan M; Galloway, Amy T; Webb, Rose Mary; Martz, Denise M; Farrow, Claire V

2016-02-01

Picky eating is a childhood behavior that vexes many parents and is a symptom in the newer diagnosis of Avoidant/Restrictive Food Intake Disorder (ARFID) in adults. Pressure to eat, a parental controlling feeding practice aimed at encouraging a child to eat more, is associated with picky eating and a number of other childhood eating concerns. Low intuitive eating, an insensitivity to internal hunger and satiety cues, is also associated with a number of problem eating behaviors in adulthood. Whether picky eating and pressure to eat are predictive of young adult eating behavior is relatively unstudied. Current adult intuitive eating and disordered eating behaviors were self-reported by 170 college students, along with childhood picky eating and pressure through retrospective self- and parent reports. Hierarchical regression analyses revealed that childhood parental pressure to eat, but not picky eating, predicted intuitive eating and disordered eating symptoms in college students. These findings suggest that parental pressure in childhood is associated with problematic eating patterns in young adulthood. Additional research is needed to understand the extent to which parental pressure is a reaction to or perhaps compounds the development of problematic eating behavior. Copyright © 2015 Elsevier Ltd. All rights reserved.
The Disproportionate Representation of African Americans in Programs for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

McKenna, John

2013-01-01

African American students are disproportionally represented in educational programs for students meeting eligibility criteria for emotional disturbance. Although special education services are designed to improve student outcomes, the provision of services may result in social stigma, removal from the general education setting, and inadequate…
Conflict Resolution: An Interdisciplinary Curriculum Approach.

ERIC Educational Resources Information Center

Reganick, Karol A.

A conflict resolution curriculum is suggested as a pilot program in a classroom for students with behavior disorders, as these students have more referrals for detention and suspension and more encounters with law enforcement agencies than do other students. Using a modeling approach, all students would subsequently benefit, as the program expands…
Development and Testing of a Direct Observation Code Training Protocol for Elementary Aged Students with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Steiner, Naomi J.; Sidhu, Tahnee; Rene, Kirsten; Tomasetti, Kathryn; Frenette, Elizabeth; Brennan, Robert T.

2013-01-01

Observational measures can add objective data to both research and clinical evaluations of children's behavior in the classroom. However, they pose challenges for training and attaining high levels of interrater reliability between observers. The Behavioral Observation of Students in Schools (BOSS) is a commonly used school-based observation…
Examining Adolescent Student Photography and Related Processes to Inform Day Treatment School Curricula and Behavioral Interventions

ERIC Educational Resources Information Center

Gorbel, Jason E.

2017-01-01

Adolescent students with psychiatric disorders who are educated in day treatment school classrooms manifest cognitive limitations, maladaptive behaviors, and social functioning deficits that often lead to academic failure, impeding their productivity when they become adults and causing them to run afoul of the criminal justice system. Informed by…
Other Aspects of Sutherland and Singh's Take on Learned Helplessness and Students with Emotional or Behavioral Disorders

ERIC Educational Resources Information Center

Kavale, Kenneth A.; Mostert, Mark P.

2004-01-01

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…
The Use of Video Self-Modeling to Increase On-Task Behavior in Children with High-Functioning Autism

ERIC Educational Resources Information Center

Schatz, Rochelle B.; Peterson, Rachel K.; Bellini, Scott

2016-01-01

In the present study, the researchers implemented a video self-modeling intervention for increasing on-task classroom behavior for three elementary school students diagnosed with an autism spectrum disorder. The researchers observed the students' on-task engagement three times a week during their respective math classes. A multiple baseline design…
Special Education Teachers' Perceptions of Students with Emotional Impairments and Their Same-Sex Behaviors: A Multiple Case Study

ERIC Educational Resources Information Center

Arrieta, Stefanie A.; Palladino, John M.

2014-01-01

Although recent trends in educational research have addressed the educational plight of LGBT [lesbian, gay, bi-sexual, transgender, and queer/questioning] students, a dearth of literature exists about the subpopulation of LGBT youth with disabilities, namely those with verified emotional-behavior disorders (EBDs). Discussions throughout what…

PROVE Schools: The Extended School Day Program; A Study in Programming Philosophy & Direction.

ERIC Educational Resources Information Center

Erdman, Richard D.; Manning, Timothy J.

The paper describes the PROVE School, an alternative high school providing behavioral and academic programming using an extended school day concept for profoundly behavior disordered students in Proviso township, Maywood, Illinois. The extended day concept of crisis intervention (in which students are allowed to leave school for the day only when…
The Impact of Hurricane Katrina on Students' Behavioral Disorder: A Difference-in-Difference Analysis.

PubMed

Tian, Xian-Liang; Guan, Xian

2015-05-22

The objective of this paper is to examine the impact of Hurricane Katrina on displaced students' behavioral disorder. First, we determine displaced students' likelihood of discipline infraction each year relative to non-evacuees using all K12 student records of the U.S. state of Louisiana during the period of 2000-2008. Second, we investigate the impact of hurricane on evacuee students' in-school behavior in a difference-in-difference framework. The quasi-experimental nature of the hurricane makes this framework appropriate with the advantage that the problem of endogeneity is of least concern and the causal effect of interest can be reasonably identified. Preliminary analysis demonstrates a sharp increase in displaced students' relative likelihood of discipline infraction around 2005 when the hurricane occurred. Further, formal difference-in-difference analysis confirms the results. To be specific, post Katrina, displaced students' relative likelihood of any discipline infraction has increased by 7.3% whereas the increase in the relative likelihood for status offense, offense against person, offense against property and serious crime is 4%, 1.5%, 3.8% and 2.1%, respectively. When disasters occur, as was the case with Hurricane Katrina, in addition to assistance for adult evacuees, governments, in cooperation with schools, should also provide aid and assistance to displaced children to support their mental health and in-school behavior.
Developmental Epidemiological Courses Leading to Antisocial Personality Disorder and Violent and Criminal Behavior: Effects by Young Adulthood of a Universal Preventive Intervention in First- and Second-Grade Classrooms

PubMed Central

Kellam, Sheppard G.; Brown, C. Hendricks; Muthén, Bengt O.; Ialongo, Nicholas S.; Poduska, Jeanne M.

2009-01-01

Background Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985–1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first grade through middle school the developmental trajectories of 2,311 students from 19 Baltimore City Public Schools were examined. This article reports the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19–21 among the selected 768 students. Methods In five urban poor to lower-middle class predominately African American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: 1) the GBG, 2) a program directed at reading achievement, or 3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19–21 included self reports and juvenile court and adult incarceration records. Intervention impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, there was significant reduction in rates of ASPD and violent and criminal behavior among GBG males in the high aggressive, disruptive trajectory. Replication A replication was implemented with the next cohort of first-grade children using the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed generally non-significant effects in the same direction. PMID:18243581
College Student Depression: Counseling Billy

ERIC Educational Resources Information Center

Mobley, A. Keith

2008-01-01

A substantial portion of the college student population experiences affective disorders. This case study presents the conceptualization, course of treatment, and outcomes for a male college student presenting for counseling with depression. A review of Adlerian, cognitive-behavioral, and Gestalt techniques is provided. (Contains 1 figure.)
Longitudinal Associations Among Bullying by Peers, Disordered Eating Behavior, and Symptoms of Depression During Adolescence.

PubMed

Lee, Kirsty S; Vaillancourt, Tracy

2018-06-01

Bullying by peers has been associated with disordered eating behavior and symptoms of depression among adolescents as both an antecedent and an outcome. Identification of the temporal pattern of associations among bullying by peers, disordered eating behavior, and depression in adolescence is needed for the optimal targeting of intervention and prevention. To assess the concurrent and longitudinal associations among bullying by peers, disordered eating behavior, and symptoms of depression using a cascade model that controlled for within-time and across-time (ie, stability paths) associations while examining cross-lag effects. In this 5-year longitudinal cohort study, 612 participants of the McMaster Teen Study were included. This ongoing Canadian study examines the associations among bullying, mental health, and educational outcomes. Data collection began in 2008 when students were in grade 5 (10 years of age) and have since been collected annually. Data analysis was performed between August 20 and October 18, 2017. Bullying by peers was assessed in grades 7 to 11 using a composite measure of 5 items. Disordered eating behavior was assessed in grades 7 to 11 using the Short Screen for Eating Disorders, and depressive symptoms were assessed in grades 7 to 11 using the Behavior Assessment System for Children-Second Edition. The 612 students included in the analytic sample had a mean age (SD) of 13.03 (0.38) years in grade 7; 331 (54.1%) were girls and 392 (71.1%) were white. Bullying by peers was concurrently associated with disordered eating behavior and depressive symptoms at every time point during the 5-year period (r range [SE], 0.15-0.48 [0.04-0.08]; P < .01). Disordered eating behavior was associated longitudinally with depressive symptoms at every time point (β range [SE], 0.14-0.19 [0.06-0.08]; P < .02) and bullying by peers at 2 time points (β range [SE], 0.12-0.22 [0.06-0.07]; P < .04) in girls and boys. Bullying by peers was proximally associated with multiple psychopathologic symptoms, whereas symptoms of disordered eating behavior were a key risk factor for future depressive symptoms and bullying by peers. Interventions aimed at reducing problematic eating behavior in adolescents may attenuate the risk of future depressive symptoms and relational problems.
The Use of Psychodrama Techniques for Students with Asperger's Disorder

ERIC Educational Resources Information Center

Munir, Samira; Scholwinski, Edward; Lasser, Jon

2006-01-01

Asperger's Disorder (AD) is a pervasive developmental disorder affecting social functioning and behavioral interest and activities. The purpose of this article is to inform school counselors of the characteristic features of AD, common interventions being implemented, and the techniques associated with the practice of psychodrama that appear to…
American Indian Adolescents and Disordered Eating

ERIC Educational Resources Information Center

Buser, Juleen K.

2010-01-01

School counselors play an important role in identifying and intervening with students struggling with disordered eating (e.g., Bardick et al., 2004). Research has shown that American Indian adolescents report higher rates of certain disordered eating behaviors than other racial groups. The literature on the prevalence and etiology of disordered…
An Assessment of Perceived Emotional Intelligence and Eating Attitudes among College Students

ERIC Educational Resources Information Center

Pettit, Michele L.; Jacobs, Sue C.; Page, Kyle S.; Porras, Claudia V.

2010-01-01

Background: Disordered eating patterns continue to surface on college campuses. Studies are needed to examine the potential influence of emotional intelligence on disordered eating behavior. Purpose: The purpose of this study was to assess relationships between perceived emotional intelligence factors and eating disorder symptoms among male and…
Passion for Academics and Problematic Health Behaviors.

PubMed

Bureau, Alexander T; Razon, Selen; Saville, Bryan K; Tokac, Umit; Judge, Lawrence W

2017-01-01

According to the Dualistic Model of Passion (39), passion entails valuing, liking, and spending time on an activity. The Dualistic Model also posits two types of passion for activities: harmonious passion (individual voluntarily engages in the activity) and obsessive passion (individual is compelled to engage in the activity). The purpose of the present study was to examine the possible links between college students' passion for academic activities and problematic health behaviors including smoking, excessive drinking, exercise addiction, disordered eating, and sleepiness, which is a possible indicator of sleep deprivation. Participants (n = 502) completed a survey gauging passion type and health behaviors. Regression analyses revealed obsessive passion for academic activities was positively associated with scores on measures of excessive drinking (β = .15, p= .008), exercise addiction (β = .19, p<.001), and disordered eating (β = .17, p < .001) but was not associated with sleep deprivation (β = .07, p = .15). Harmonious passion for academic activities, in contrast, was negatively associated with excessive drinking behavior (β = -.16, p = .002) and sleep deprivation (β = -.13, p = .007) but was not associated with exercise addiction (β = .002, p = .97) and disordered eating (β = -.04, p = .37). These findings provide further support for the Dualistic Model of Passion. Students who are obsessively passionate about their academic activities are more likely to engage in poor health behaviors and, in turn, may experience greater negative outcomes than students who are harmoniously passionate about their academics.
Prevalence and association of perceived stress, substance use and behavioral addictions: a cross-sectional study among university students in France, 2009-2011.

PubMed

Tavolacci, Marie Pierre; Ladner, Joel; Grigioni, Sebastien; Richard, Laure; Villet, Herve; Dechelotte, Pierre

2013-08-06

University students face multiple stressors such as academic overload, constant pressure to succeed, competition with peers as well as concerns about the future. Stress should not be considered on its own, but should be associated with potential risk behaviors leading to onset of substance use and related problems heightened during the university period. The aim of this study was to determine the prevalence of main substance use and behavioral addictions among students in higher education in France and to examine the relationship with perceived stress. A self-administered questionnaire was filled out by university student volunteers from Upper Normandy (France) either by anonymous online questionnaire or by paper questionnaire. Data collected included socio-economic characteristics, Perceived Stress Scale (PSS), substance use (tobacco, alcohol, and cannabis) and hazardous behaviors: alcohol abuse problems, smoking, consumption of cannabis, eating disorders, and cyber addiction. A total of 1876 students were included. Mean PSS score was 15.9 (standard deviation = 7.2). Highly stressed students (4th quartile) were compared with lesser stressed students (1st quartile). A positive relation was observed between female gender, regular smokers, alcohol abuse problems, risk of cyberaddiction and especially eating disorders (AOR = 5.45, 95% CI = 3.42-8.69), and increasing PSS score. PSS score however, was not significantly related to the curriculum, regular alcohol use, drunkenness or binge drinking even after additional controlling for use of other substances. We found a significant negative association between stress and practice of sport: students with the most physical activity were less likely to report perceived stress (4th quartile: AOR = 0.57, 95% CI = 0.39-0.80). This cross-sectional study among university students in France revealed that perceived stress was associated not only with known risks such as alcohol misuse, but also with new risks such as eating disorders and cyber addiction. These results could help to develop preventive interventions focussing on these risk behaviors and subsequently improving stress coping capacity in this high-risk population.
Self-Regulation for Students with Emotional and Behavioral Disorders: Preliminary Effects of the "I Control" Curriculum

ERIC Educational Resources Information Center

Smith, Stephen W.; Daunic, Ann P.; Algina, James; Pitts, Donna L.; Merrill, Kristen L.; Cumming, Michelle M.; Allen, Courtney

2017-01-01

Maladaptive adolescent behavior patterns often create escalating conflict with adults and peers, leading to poor long-term social trajectories. To address this, school-based behavior management often consists of contingent reinforcement for appropriate behavior, behavior reduction procedures, and placement in self-contained or alternative…
[COMPARISON OF THE RISKS IN EATING DISORDERS AND BODY IMAGE AMONG MAPUCHES AND NOT MAPUCHES STUDENTS].

PubMed

Rosas Muñoz, Marcelo; Delgado Floody, Pedro; Cea Leiva, Fredy; Alarcón Hormazábal, Manuel; Alvarez San Martín, Roberto; Quezada Gallego, Karen

2015-12-01

there is little evidence about the risks of eating behavior (EBD) and body image disorders (BID) in teen and young ethnic Mapuches population. the purpose of the study was to establish whether there are differences in the risk of EBD and BID in Mapuches and not Mapuches students and associate these variables with the nutritional status. the sample was composed of 130 adolescents between 14 and 21 years; 95 Mapuches and 35 not Mapuches. In both groups was measured; body mass index (BMI), risks of disorder in the feeding behavior and body image. there were no differences in risks of EBD and ICT to compare by Mapuches ethnic group and not Mapuches (p>0.05). In the comparison by gender women showed higher values (p>0.05) at risk of eating disorders and BID. Students with malnutrition by excess obtained higher scores in the conduct of risk of BID (p=0.000). The risk of BID presented positive association with risk behaviors of EBD (p=0.000 and r=0.536). the non-presence of significant differences in the risk of EBD and BID, according to ethnicity, is explained in function of the processes of social and cultural change, where modernization has led to a normalization of cultural patterns associated with eating behavior and body aesthetics between urban, rural and indigenous populations. Copyright AULA MEDICA EDICIONES 2014. Published by AULA MEDICA. All rights reserved.
Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior

ERIC Educational Resources Information Center

Wolcott, Catherine Sanger; Williford, Amanda P.

2015-01-01

The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…
Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Ohtake, Yoshihisa; Takahashi, Ayaka; Watanabe, Kentaro

2015-01-01

The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero…
Teacher Leadership and Behaviour Management.

ERIC Educational Resources Information Center

Rogers, Bill, Ed.

These 10 papers address current approaches to teacher leadership and behavior management. Each paper demonstrates a commitment to support classroom teachers with practical action research in such areas as discipline and behavior management, effective teaching, teacher leadership, working with students who show behavioral-emotional disorders, and…
Care of the college student.

PubMed

Unwin, Brian K; Goodie, Jeffrey; Reamy, Brian V; Quinlan, Jeffrey

2013-11-01

There are approximately 20 million students in U.S. colleges and universities. Although this population is characterized as having good health, 600,000 students report some form of disability or some type of medical problem, including attention-deficit/hyperactivity disorder, learning disabilities, psychiatric disorders, and chronic illnesses, among others. Physicians can enhance youth transition to an adult model of health care; the use of self-care skills checklists is one recommended method to assist with the transition. Stimulant medications are effective for treating adults with attention-deficit/hyperactivity disorder, but physicians should use caution when prescribing stimulants to college students because of the high rates of medication diversion in this population. Depression, anxiety, posttraumatic stress disorder, sleep problems, and eating disorders are common in college students and can significantly impact performance. Emphasis on immunization of students for influenza, meningococcus, and pertussis is necessary because of the low rates of compliance. Screening and interventions for obesity, tobacco use, and substance abuse are important because of the high prevalence of these problems in college students. Screening for alcohol abuse facilitates identification of students with problem drinking behaviors. Students who are war veterans should be monitored for suicidal ideation and posttraumatic stress disorder. Lesbian, gay, bisexual, transgender, and questioning students are at risk of harassment and discrimination. Caution should be exercised when prescribing medications to college athletes to avoid violation of National Collegiate Athletic Association eligibility rules.
Managing Learning Disabled Students' Academic Frustration through Self-Control.

ERIC Educational Resources Information Center

Ammer, Jerome J.

1982-01-01

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)
Heavy Drinking in University Students With and Without Attention-Deficit/Hyperactivity Disorder: Contributions of Drinking Motives and Protective Behavioral Strategies

PubMed Central

Howard, Andrea L; Pritchard, Tyler R

2017-01-01

This study examined rates of heavy drinking and alcohol problems in relation to drinking motives and protective behavioral strategies in university students with a documented current diagnosis of attention-deficit/hyperactivity disorder (ADHD; n = 31) compared with students with no history of ADHD (n = 146). Participants completed a Web-based questionnaire, and logistic regression models tested interactions between ADHD/comparison group membership and motives and protective strategies. Group differences in rates of heavy drinking and alcohol problems were not statistically significant, but medium-sized risk ratios showed that students without ADHD reported heavy drinking at a rate 1.44 times higher than students with ADHD and met screening criteria for problematic alcohol use at a rate of 1.54 times higher than students with ADHD. Other key findings were, first, that drinking to enhance positive affect (e.g., drinking because it is exciting), but not to cope with negative affect (e.g., drinking to forget your worries), predicted both heavy drinking and alcohol problems. Second, only protective behavioral strategies that emphasize alcohol avoidance predicted both heavy drinking and alcohol problems. Contrary to expectations, we found no ADHD-related moderation of effects of motives or protective strategies on our alcohol outcomes. Results of this study are limited by the small sample of students with ADHD but highlight tentative similarities and differences in effects of motives and strategies on drinking behaviors and alcohol problems reported by students with and without ADHD. PMID:28814878
The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches

ERIC Educational Resources Information Center

Farmer, Thomas W.; Hall, Cristin M.; Weiss, Margaret P.; Petrin, Robert A.; Meece, Judith L.; Moohr, Michele

2011-01-01

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…
Teachers' Reported Use of Instructional and Behavior Management Practices for Students with Behavior Problems: Relationship to Role and Level of Training in ADHD

ERIC Educational Resources Information Center

Martinussen, Rhonda; Tannock, Rosemary; Chaban, Peter

2011-01-01

The present study examined general and special education teachers' self-reported level of in-service training in attention-deficit hyperactivity disorder (ADHD), a common childhood mental health disorder, and the relationship between teachers' level of training in ADHD and their reported use of a range of recommended instructional and behavior…

Case Study of a Community Mental Health Collaborative: Impact on Identification of Youths with Emotional or Behavioral Disorders.

ERIC Educational Resources Information Center

Zanglis, Iris; Furlong, Michael J.; Casas, J. Manuel

2000-01-01

During the implementation of a cross-agency, co-located service delivery system, the number of youths eligible for public mental health services in Santa Barbara County increased from 956 to 1,826 and the number of youths eligible for special education services for students with emotional/behavioral disorders increased from 101 to 204. (Contains…
The Effects of Deep Pressure Therapies and Antecedent Exercise on Stereotypical Behaviors of Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Losinski, Mickey; Cook, Katie; Hirsch, Shanna; Sanders, Sara

2017-01-01

In the past decade, the number of children diagnosed with an autism spectrum disorder (ASD) has steadily increased. A common characteristic of ASD is the presence of stereotypical behaviors (e.g., hand flapping, echolalia), which some have suggested may be associated with heightened arousal and/or anxiety. The purpose of this study is to compare…
Prevalence and association of premenstrual syndrome and premenstrual dysphoric disorder with academic performance among female university students.

PubMed

Hussein Shehadeh, Jumana; Hamdan-Mansour, Ayman M

2018-04-01

Premenstrual dysphoric disorder (PMDD) is particularly a female psychological disorder that has consequences on female students' behavior, cognitive abilities, mental health status, and academic performance. To examine the prevalence of premenstrual syndrome (PMS) and PMDD, and their relationship with academic performance among female university students in Jordan. Prospective-correlational design was employed among 858 university students. Data collected in regards to daily record of signs of PMDD and PMS, academic motivation, and student's involvement. Prevalence of PMS was 92.3% and that of PMDD was 7.7%. There were significant differences in self-determination levels between students with PMS and those with PMDD. PMDD symptoms have a negative impact on female students' academic performance; thus, mental health professionals have a major role in determining factors that buffer severity of PMDD among females. © 2017 Wiley Periodicals, Inc.
Gender Differences in Exercise Dependence and Eating Disorders in Young Adults: A Path Analysis of a Conceptual Model

PubMed Central

Meulemans, Shelli; Pribis, Peter; Grajales, Tevni; Krivak, Gretchen

2014-01-01

The purpose of our study was to study the prevalence of exercise dependence (EXD) among college students and to investigate the role of EXD and gender on exercise behavior and eating disorders. Excessive exercise can become an addiction known as exercise dependence. In our population of 517 college students, 3.3% were at risk for EXD and 8% were at risk for an eating disorder. We used Path analysis the simplest case of Structural Equation Modeling (SEM) to investigate the role of EXD and exercise behavior on eating disorders. We observed a small direct effect from gender to eating disorders. In females we observed significant direct effect between exercise behavior (r = −0.17, p = 0.009) and EXD (r = 0.34, p < 0.001) on eating pathology. We also observed an indirect effect of exercise behavior on eating pathology (r = 0.16) through EXD (r = 0.48, r2 = 0.23, p < 0.001). In females the total variance of eating pathology explained by the SEM model was 9%. In males we observed a direct effect between EXD (r = 0.23, p < 0.001) on eating pathology. We also observed indirect effect of exercise behavior on eating pathology (r = 0.11) through EXD (r = 0.49, r2 = 0.24, p < 0.001). In males the total variance of eating pathology explained by the SEM model was 5%. PMID:25379689
Increasing Reading Fluency Performance of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hanway Kalis, Tara M.

2012-01-01

Reading fluency has been identified as one of the essential skills students must develop in order to learn to read. Fluency is also a critical factor in reading comprehension (National Reading Panel [NRP], 2000). Many students, however, lack the ability to read age-appropriate materials fluently, including students with emotional and behavioral…
Test-Taking Skills in College Students with and without ADHD

ERIC Educational Resources Information Center

Lewandowski, Lawrence; Gathje, Rebecca A.; Lovett, Benjamin J.; Gordon, Michael

2013-01-01

College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical…
Narrative Intervention: A School-Based Counseling Strategy for Students with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Kamali, Khosrow; Yoosefi Looyeh, Majid

2013-01-01

This article describes a group narrative intervention for improving the behavior of 8- to 11-year-old children with attention-deficit/hyperactivity disorder at home and school. (Contains 2 tables and 1 note.)
A Program Evaluation of a Special Education Day School for Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Klein-Lombardo, Lucinda

2012-01-01

The purpose of this study was the program evaluation of a special education day school compared to a set of best practice standards for school programs for students with emotional and behavioral disorders. This evaluation will enable the organization to make decisions about which aspects of the program to continue, strengthen, or discontinue. …
Combining Self-Monitoring and an Interdependent Group Contingency to Improve the Behavior of Sixth Graders with EBD

ERIC Educational Resources Information Center

Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony

2015-01-01

A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…
Treating Adolescents with Social Anxiety Disorder in School: An Attention Control Trial

ERIC Educational Resources Information Center

Warner, Carrie Masia; Fisher, Paige H.; Shrout, Patrick E.; Rathor, Snigdha; Klein, Rachel G.

2007-01-01

Background: Anxiety disorders are often undetected and untreated in adolescents. This study evaluates the relative efficacy of a school-based, cognitive-behavioral intervention compared to an educational-supportive treatment for adolescents with social anxiety disorder. Methods: Thirty-six students (30 females), ages 14 to 16, were randomized to a…
Great Science for Autistic Students

ERIC Educational Resources Information Center

Saunders, Georgianna; Page, Heidi; Wood, Gina

2011-01-01

Autism spectrum disorders (ASDs) are neurological disorders that affect communication, behavior, and social skills (Humphrey 2008). According to the Centers for Disease Control, an average of 1 in every 110 children in the United States is affected by an autism spectrum disorder, and boys are three times more likely than girls to be diagnosed.…
Training a General Educator to Use Function-Based Support for Students at Risk for Behavior Disorders

ERIC Educational Resources Information Center

Christensen, Lynette; Renshaw, Tyler L.; Caldarella, Paul; Young, James R.

2012-01-01

Function-based support (FBS) is an intervention strategy for decreasing problem behaviors and increasing replacement behaviors through the use of functional behavioral assessment and behavior support planning. Although FBS has been demonstrated to facilitate positive outcomes for children in a variety of educational settings, it has yet to be…
Symptoms of attention-deficit/hyperactivity disorder (ADHD) moderate suicidal behaviors in college students with depressed mood.

PubMed

Patros, Connor H G; Hudec, Kristen L; Alderson, R Matt; Kasper, Lisa J; Davidson, Collin; Wingate, LaRicka R

2013-09-01

College students with attention-deficit/hyperactivity disorder-related hyperactive/impulsive (HI) and/or inattentive (IA) symptoms may be at greater risk for suicidal behavior due to core and secondary symptoms that increase their potential to engage in behaviors that put them at risk for suicidal behavior. Consequently, the current study examined the moderating effect of combined HI/IA symptoms, in addition to independent HI and IA symptoms on the relationship between depressed mood and suicidal thoughts and behavior. A sample of 1,056 undergraduate students (61.5% female, 96.4% aged 18-24 years) provided self-report ratings of mood, suicidal behavior (thoughts, self-harm, attempts, and need for medical attention), and current HI/IA symptoms. Significant moderation effects were detected, such that greater HI/IA symptoms were associated with a stronger relationship between depressed mood and suicidal ideation and attempts, but not self-harm. Current HI and IA symptoms significantly moderated the relationship between depressed mood and suicidal thoughts and suicide attempts, but did not moderate the relationship between depressed mood and self-harm and need for medical attention. The current findings suggest that the presence of combined HI/IA symptoms conveys increased suicide risk for depressed college students. Additionally, results suggest a complex relationship between independent HI and IA symptoms and severe suicidal outcomes. © 2013 Wiley Periodicals, Inc.
Team Collaboration: The Use of Behavior Principles for Serving Students with ASD

ERIC Educational Resources Information Center

Donaldson, Amy L.; Stahmer, Aubyn C.

2014-01-01

Purpose: Speech-language pathologists (SLPs) and behavior analysts are key members of school-based teams that serve children with autism spectrum disorders (ASD). Behavior analysts approach assessment and intervention through the lens of applied behavior analysis (ABA). ABA-based interventions have been found effective for targeting skills across…
Eating behavior, depression, and self-esteem in high school students.

PubMed

Tomori, M; Rus-Makovec, M

2000-05-01

In a representative sample of 4700 Slovene high school students, we examined their eating behavior and its correlations with some psychosocial and psychological characteristics with the aim of identifying the main risk factors for disordered eating. Using a questionnaire which also included Zung's Self-rating Depression Scale and Rosenberg's Self-Esteem Scale, we compared girls (n = 2507) and boys (n = 2193) with regard to their satisfaction with their body weight, weight-reducing activities, and frequency of binge eating. We assessed their family relationships, abuse of alcohol and other psychoactive drugs, suicidal ideation, and suicidal tendences, as well as their level of depression and self-esteem. The results showed significant differences between girls and boys, between groups of those who were satisfied and those who were dissatisfied with their body weight, and also between groups which indulged in frequent binge eating and those which did not. Within a general population of adolescents, there is a substantial number of subjects with disordered eating behavior, some part of whom are at high risk for eating disorders.
Relationship between Symptoms of Disruptive Behavior Disorders and Unsafe Internet Usage in Early Adolescence

PubMed Central

VURAL, Pınar; UNCU, Yeşim; KILIÇ, Emine Zinnur

2015-01-01

Introduction Children and adolescents are at the highest risk for negative effects of internet usage. Risk taking and erroneous decision making have been described as major behavioral characteristics of patients with attention deficit hyperactivity disorder (ADHD). ADHD and its association particularly with oppositional defiant disorder/conduct disorder are correlated with risk-taking behaviors. This study was conducted to evaluate how disruptive behavior disorder symptoms are associated with internet usage, particularly unsafe internet usage, in early adolescents. Methods A sample of 1389 secondary school students was invited to the survey. All children were given an invitation letter and Conners’ Parent Rating Scale (CPRS) forms were sent to their parents. The accepted participants filled in questionnaire forms, which consisted of questions interrogating demographic information and internet usage habits. Results Responses indicated that 27.4% (n=249) of the participants encountered unwanted content unintentionally and nearly one-third (n=280, 30.4%) had chatted online with people they did not know. Additionally, respondents who had more severe ADHD symptoms were more likely to report surfing online mainly for the purpose of chatting than respondents with milder ADHD symptoms. Students with comparatively higher attention deficit scores were also significantly more likely to report meeting in person with strangers they knew only from internet chatting. Analyses have demonstrated the presence of a significant difference between study participants with and without conduct disorder as for internet overusage or meeting with their internet acquaintances. Conclusion This study suggests that there may be a significant relation between ADHD symptoms, conduct disorder and pathological and unsafe internet usage. Evaluating adolescents with ADHD and conduct disorder with this risk in mind is important in the development of both preventive and interventional strategies. PMID:28360717
Eating Disorders: The School Counselor's Role.

ERIC Educational Resources Information Center

Omizo, Sharon A.; Omizo, Michael M.

1992-01-01

Discusses role of school counselor in providing assistance to students who may be at risk for developing anorexia nervosa and bulimia and students who already display behaviors and physical symptoms of either of these illnesses. Addresses specific concerns regarding intervention strategies used by the school counselor in the student's recovery…
Overcoming Executive Function Deficits with Students with ADHD

ERIC Educational Resources Information Center

Johnson, Joseph; Reid, Robert

2011-01-01

Academic problems are common among students with attention deficit hyperactivity disorder (ADHD). One reason for academic problems is the difficulties in executive functions (EF) that are necessary for complex goal-oriented behaviors. Students with ADHD often exhibit EF deficits and as a result have difficulties with tasks that require planning,…
Tips for Working with ADHD Students of All Ages.

ERIC Educational Resources Information Center

Robelia, Beth

1997-01-01

Tips for working with students who have attention deficit hyperactivity disorder include putting them in charge of something, providing structure, giving feedback, using logical consequences for unwanted behavior, being patient, teaching in novel ways, helping them with their gear, pairing them with another student, allowing blow-out time, and…
Procedures for Analyzing Student Performance Data to Generate Hypotheses for the Purpose of Educational Decision Making.

ERIC Educational Resources Information Center

Stowitschek, Carole E.; And Others

1980-01-01

Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. (Author)

Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy

ERIC Educational Resources Information Center

DuPaul, George J.; Jimerson, Shane R.

2014-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Motivating Instruction? There's an App for That!

ERIC Educational Resources Information Center

Bruhn, Allison; Hirsch, Shanna; Vogelgesang, Kari

2017-01-01

Keeping students engaged in the curriculum is extremely important when attempting to close the achievement gap for students with and at risk for disabilities. This is particularly important for students with learning disabilities or behavior disorders. This article discusses the use of applications (apps) for mobile technologies that may be used…
Online Tools to Support the Delivery of Evidence-Based Practices for Students with ASD

ERIC Educational Resources Information Center

Sam, Ann M.; Kucharczyk, Suzanne; Waters, Victoria

2018-01-01

Educators continually encounter new challenges that require different tools or ways to utilize current tools in novel ways. Common challenges when working with students with autism spectrum disorder (ASD) may include addressing interfering behavior, developing communication systems, increasing social opportunities for students, and addressing…
Methods and Strategies: Science Success for Students with Special Needs

ERIC Educational Resources Information Center

Steele, Marcee M.

2007-01-01

Recent special education legislation such as the Individuals with Disabilities Act (IDEA) emphasizes the placement of students with mild disabilities in the general education classroom. Therefore, students with learning, behavior, and communicating disorders will typically be learning science from classroom teachers rather than in separate special…
Advancing the discussion about systematic classroom behavioral observation, a product review of Tenny, J. (2010). eCOVE observation software. Pacific City, OR: eCOVE Software, LLC.

PubMed

Froiland, John Mark; Smith, Liana

2014-05-01

Applied child psychologists and behavioral consultants often use systematic behavioral observations to inform the psychological assessment and intervention development process for children referred for attention and hyperactivity problems. This article provides a review of the 2010 version of the eCOVE classroom observation software in terms of its utility in tracking the progress of children with attention and hyperactive behaviors and its use in evaluating teacher behaviors that may impede or promote children's attention and positive behavior. The eCOVE shows promise as an efficient tool for psychologists and behavioral consultants who want to evaluate the effects of interventions for children with symptoms of ADHD, ODD, mood disorders and learning disorders; however, some research-based improvements for future models are suggested. The reviewers also share their firsthand experience in using eCOVE to evaluate teacher and student behavior exhibited on a television show about teaching urban high school students and during a movie about an eccentric new kindergarten teacher. Rich examples are provided of using strategic behavioral observations to reveal how to improve the classroom environment so as to facilitate attention, motivation and positive behavior among youth. Broader implications for enhancing the use of systematic behavioral observations in the assessment of children and adolescents with attention disorders and related behavioral problems are discussed. Key issues are examined such as the use of behavioral observations during psychological consultation to prevent the previously found gender bias in referrals for ADHD. Using behavioral observations to enhance differential diagnosis is also discussed.
The Relationship between the Level of Special Education Instructional Support Segments and the Academic Achievement of Students with Emotional Behavior Disorders

ERIC Educational Resources Information Center

Berry, MaryKay Buchko

2012-01-01

Researchers have extensively studied the effects of placement on academic and behavioral interventions for students with disabilities and have found varying results. A correlational research design was used to determine if there was a relationship between the level of special education support (amount of time spent with special education support)…
The Control of Student Behavior.

ERIC Educational Resources Information Center

Younger, Avelle J.

The era of massive student disorders seems finally to have ended; but in its wake, it has left profound changes which affect the relationship between the student and the law. One immediate consequence of these changes is a new expanded view of student civil rights, particularly those rights at the high school level that did not exist a decade ago.…
Positive Psychology and Externalizing Students in a Sea of Negativity

ERIC Educational Resources Information Center

Jenson, William R.; Olympia, Daniel; Farley, Megan; Clark, Elaine

2004-01-01

Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students…
Mothers' Judgments of Students with Emotional Disturbance and Social Maladjustment/Conduct Disorder: Comparisons of Target Students and Siblings

ERIC Educational Resources Information Center

Easler, Ray C., Jr.; Medway, Frederic J.

2004-01-01

In response to United States special education law requirements, this study attempted to differentiate emotionally disturbed and socially maladjusted students using parent ratings on the FACES III and a newly developed interview measure of primarily internalizing and externalizing behaviors. Forty mothers of students in special education and 40…
Excoriation (skin picking) disorder in Israeli University students: prevalence and associated mental health correlates.

PubMed

Leibovici, Vera; Murad, Sari; Cooper-Kazaz, Rena; Tetro, Tamar; Keuthen, Nancy J; Hadayer, Noa; Czarnowicki, Tali; Odlaug, Brian L

2014-01-01

The purpose of the study was to examine the prevalence of excoriation (skin picking) disorder (SPD) and associated physical and mental health correlates in a sample of Israeli university students. Five thousand Israeli students were given questionnaires screening for SPD, depression, obsessive-compulsive disorder, body dysmorphic disorder and disruptive, impulse control and conduct disorders. A total of 2176 participants (43.6%) responded and were included in the analysis. Mean age was 25.1 ± 4.8 (range 17-60) years, and 64.3% were female. The proportion of students who were screened positive for SPD was 3.03%, with a nearly equal gender distribution (3.0% in females and 3.1% in males). There was a trend toward significantly higher rates of psychiatric problems such as generalized anxiety, compulsive sexual behavior and eating disorders in these students. Within the group of students screening positive for SPD, alcohol intake was higher in male students, while female students perceived themselves as less attractive. No association was found between depression and SPD. A high prevalence rate of skin picking was found within first-degree family members of the participants screening positive for SPD. Clinicians and public health officials within university settings should screen for SPD as it is common and associated with psychosocial dysfunction. Copyright © 2014 Elsevier Inc. All rights reserved.
Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.

PubMed

Wills, Howard P; Mason, Benjamin A

2014-12-01

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.
Predictive models for suicidal thoughts and behaviors among Spanish University students: rationale and methods of the UNIVERSAL (University & mental health) project.

PubMed

Blasco, Maria Jesús; Castellví, Pere; Almenara, José; Lagares, Carolina; Roca, Miquel; Sesé, Albert; Piqueras, José Antonio; Soto-Sanz, Victoria; Rodríguez-Marín, Jesús; Echeburúa, Enrique; Gabilondo, Andrea; Cebrià, Ana Isabel; Miranda-Mendizábal, Andrea; Vilagut, Gemma; Bruffaerts, Ronny; Auerbach, Randy P; Kessler, Ronald C; Alonso, Jordi

2016-05-04

Suicide is a leading cause of death among young people. While suicide prevention is considered a research and intervention priority, longitudinal data is needed to identify risk and protective factors associate with suicidal thoughts and behaviors. Here we describe the UNIVERSAL (University and Mental Health) project which aims are to: (1) test prevalence and 36-month incidence of suicidal thoughts and behaviors; and (2) identify relevant risk and protective factors associated with the incidence of suicidal thoughts and behaviors among university students in Spain. An ongoing multicenter, observational, prospective cohort study of first year university students in 5 Spanish universities. Students will be assessed annually during a 36 month follow-up. The surveys will be administered through an online, secure web-based platform. A clinical reappraisal will be completed among a subsample of respondents. Suicidal thoughts and behaviors will be assess with the Self-Injurious Thoughts and Behaviors Interview (SITBI) and the Columbia-Suicide Severity Rating Scale (C-SSRS). Risk and protective factors will include: mental disorders, measured with the Composite International Diagnostic Interview version 3.0 (CIDI 3.0) and Screening Scales (CIDI-SC), and the Epi-Q Screening Survey (EPI-Q-SS), socio-demographic variables, self-perceived health status, health behaviors, well-being, substance use disorders, service use and treatment. The UNIVERSAL project is part of the International College Surveys initiative, which is a core project within the World Mental Health consortium. Lifetime and the 12-month prevalence will be calculated for suicide ideation, plans and attempts. Cumulative incidence of suicidal thoughts and behaviors, and mental disorders will be measured using the actuarial method. Risk and protective factors of suicidal thoughts and behaviors will be analyzed by Cox proportional hazard models. The study will provide valid, innovative and useful data for developing prevention programs for youth suicide and for improving early identification for high-risk students. The longitudinal design of this study will improve causal interpretation of analyzed associations, needed for generating and validating predictive models. It will represent the first results about suicidal thoughts and behaviors in the Spanish university population. The World Mental Health Survey collaboration will permit accurate cross-national comparisons.
A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

ERIC Educational Resources Information Center

McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

2017-01-01

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…
Managing and Correcting Defiant Behavior through Music

ERIC Educational Resources Information Center

Lohmeyer, Aaron Z.

2017-01-01

The purpose of this article is to share principles and strategies that may be used to teach appropriate behaviors to students that that may struggle with an emotional behavior disorder. Operating from the principle that music is naturally rewarding, classroom procedures and lessons that address preparation, imagination, effortful control, pacing,…
The Implications of a System-Wide Positive Behavioral Intervention Initiative: From Design to Successful Implementation

ERIC Educational Resources Information Center

Austin, Vance L.; Malow, Micheline S.; Josephs, Nikki L.; Ecker, Andrew J.

2016-01-01

Residential schools for students with emotional and behavioral disorders have been steadily evolving since the beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have been replaced with more humanistic interventions involving positive reinforcement. This article traces this transformative…
Risk for exercise dependence, eating disorder pathology, alcohol use disorder and addictive behaviors among clients of fitness centers.

PubMed

Müller, Astrid; Loeber, Sabine; Söchtig, Johanna; Te Wildt, Bert; De Zwaan, Martina

2015-12-01

Exercise dependence (EXD) is considered a behavioral addiction that is often associated with eating disorders. To date, only few studies examined the potential overlap between EXD and other addictive behaviors. Therefore, the present study aimed at investigating the relationship of EXD with pathological buying, pathological video gaming (offline and online), hypersexual behavior, and alcohol use disorder in a sample of clients of fitness centers. The following questionnaires were answered by 128 individuals (age M = 26.5, SD = 6.7 years; 71.7% men, 74.2% university students): Exercise Dependence Scale, Eating Disorder Examination-Questionnaire, Compulsive Buying Scale, Pathological Computer-Gaming Scale, Hypersexual Behavior Inventory, and Alcohol Use Disorders Identification Test (AUDIT). 7.8% of the sample were at-risk for EXD, 10.9% reported eating disorder pathology, 2.3% pathological buying, 3.1% hypersexual behavior, and none of the participants suffered from pathological video gaming. The criteria for severe alcohol disorder pathology (AUDIT ≥ 16) were fulfilled by 10.2%. With regard to continuous symptom scores, EXD symptoms were positively correlated with both eating disorder pathology and pathological buying but not with pathological video gaming, hypersexuality or alcohol use disorder. It is noteworthy that more symptoms of pathological buying corresponded with more symptoms of hypersexual behavior. The correlation pattern did not differ by gender. The co-occurrence of EXD, pathological buying and hypersexual behavior on a subclinical level or in the early stage of the disorders should be taken into account when assessing and treating patients. More research is warranted in order to investigate possible interactions between these conditions.
Risk for exercise dependence, eating disorder pathology, alcohol use disorder and addictive behaviors among clients of fitness centers

PubMed Central

Müller, Astrid; Loeber, Sabine; Söchtig, Johanna; Te Wildt, Bert; De Zwaan, Martina

2015-01-01

Background and Aims Exercise dependence (EXD) is considered a behavioral addiction that is often associated with eating disorders. To date, only few studies examined the potential overlap between EXD and other addictive behaviors. Therefore, the present study aimed at investigating the relationship of EXD with pathological buying, pathological video gaming (offline and online), hypersexual behavior, and alcohol use disorder in a sample of clients of fitness centers. Methods The following questionnaires were answered by 128 individuals (age M = 26.5, SD = 6.7 years; 71.7% men, 74.2% university students): Exercise Dependence Scale, Eating Disorder Examination-Questionnaire, Compulsive Buying Scale, Pathological Computer-Gaming Scale, Hypersexual Behavior Inventory, and Alcohol Use Disorders Identification Test (AUDIT). Results 7.8% of the sample were at-risk for EXD, 10.9% reported eating disorder pathology, 2.3% pathological buying, 3.1% hypersexual behavior, and none of the participants suffered from pathological video gaming. The criteria for severe alcohol disorder pathology (AUDIT ≥ 16) were fulfilled by 10.2%. With regard to continuous symptom scores, EXD symptoms were positively correlated with both eating disorder pathology and pathological buying but not with pathological video gaming, hypersexuality or alcohol use disorder. It is noteworthy that more symptoms of pathological buying corresponded with more symptoms of hypersexual behavior. The correlation pattern did not differ by gender. Discussion The co-occurrence of EXD, pathological buying and hypersexual behavior on a subclinical level or in the early stage of the disorders should be taken into account when assessing and treating patients. More research is warranted in order to investigate possible interactions between these conditions. PMID:26690622
Augmented Go/No-Go Task: Mouse Cursor Motion Measures Improve ADHD Symptom Assessment in Healthy College Students

PubMed Central

Leontyev, Anton; Sun, Stanley; Wolfe, Mary; Yamauchi, Takashi

2018-01-01

Attention deficit/hyperactivity disorder (ADHD) is frequently characterized as a disorder of executive function (EF). However, behavioral tests of EF, such as go/No-go tasks, often fail to grasp the deficiency in EF revealed by questionnaire-based measures. This inability is usually attributed to questionnaires and behavioral tasks assessing different constructs of EFs. We propose an additional explanation for this discrepancy. We hypothesize that this problem stems from the lack of dynamic assessment of decision-making (e.g., continuous monitoring of motor behavior such as velocity and acceleration in choice reaching) in classical versions of behavioral tasks. We test this hypothesis by introducing dynamic assessment in the form of mouse motion in a go/No-go task. Our results indicate that, among healthy college students, self-report measures of ADHD symptoms become strongly associated with performance in behavioral tasks when continuous assessment (e.g., acceleration in the mouse-cursor motion) is introduced. PMID:29695985
Augmented Go/No-Go Task: Mouse Cursor Motion Measures Improve ADHD Symptom Assessment in Healthy College Students.

PubMed

Leontyev, Anton; Sun, Stanley; Wolfe, Mary; Yamauchi, Takashi

2018-01-01

Attention deficit/hyperactivity disorder (ADHD) is frequently characterized as a disorder of executive function (EF). However, behavioral tests of EF, such as go/No-go tasks, often fail to grasp the deficiency in EF revealed by questionnaire-based measures. This inability is usually attributed to questionnaires and behavioral tasks assessing different constructs of EFs. We propose an additional explanation for this discrepancy. We hypothesize that this problem stems from the lack of dynamic assessment of decision-making (e.g., continuous monitoring of motor behavior such as velocity and acceleration in choice reaching) in classical versions of behavioral tasks. We test this hypothesis by introducing dynamic assessment in the form of mouse motion in a go/No-go task. Our results indicate that, among healthy college students, self-report measures of ADHD symptoms become strongly associated with performance in behavioral tasks when continuous assessment (e.g., acceleration in the mouse-cursor motion) is introduced.
WWC Review of the Report "A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children." What Works Clearinghouse Single Study Review

ERIC Educational Resources Information Center

What Works Clearinghouse, 2015

2015-01-01

For the 2014 study, "A Randomized Trial Examining the Effects of Aerobic Physical Activity on Attention-Deficit/Hyperactivity Disorder Symptoms in Young Children", researchers examined the effect of a daily before-school physical activity program on behavioral outcomes of students in grades K-2. The study sample included 202 students who…

Targeting students, teachers and parents in a wellness-based prevention program in schools.

PubMed

Russell-Mayhew, Shelly; Arthur, Nancy; Ewashen, Carol

2007-01-01

This study examines the effectiveness of a wellness-based prevention program on elementary and junior high students' body image, personal attitudes, and eating behaviors. Group differences in measures of student attitudes and eating behaviors are examined to determine the effect of targeting different participant combinations (students, parents, and teachers) in 10 groups. For elementary schools, student participants consisted of control (no intervention) (n = 36), student only (n = 81), student/parent (n = 124), student/parent/teacher (n = 103), and parent/teacher (n = 149). For junior high schools, student participants consisted of control (n = 143), student only (n=215), student/parent (n=65), student/parent/teacher (n = 14), and parent/teacher (n = 177). Overall, complete data was available for 1,095 students, 114 parents and 92 teachers. Results indicate that self-concept and eating attitudes and behaviors were positively affected by participation in the program. For example, in elementary schools posttest scores on the behavior subscale of the self-concept measure are significantly higher for the student/parent/teacher group than for the control group. Results indicate that a one-time wellness-based eating disorder prevention program with students, which have in the past shown to be minimally effective, may be more effective in changing attitudes and behaviors when teachers and parents are involved.
Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder.

PubMed Central

Ervin, R A; DuPaul, G J; Kern, L; Friman, P C

1998-01-01

The present investigation evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD-ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting. PMID:9532751
Vineland-II adaptive behavior profile of children with attention-deficit/hyperactivity disorder or specific learning disorders.

PubMed

Balboni, Giulia; Incognito, Oriana; Belacchi, Carmen; Bonichini, Sabrina; Cubelli, Roberto

2017-02-01

The evaluation of adaptive behavior is informative in children with attention-deficit/hyperactivity disorder (ADHD) or specific learning disorders (SLD). However, the few investigations available have focused only on the gross level of domains of adaptive behavior. To investigate which item subsets of the Vineland-II can discriminate children with ADHD or SLD from peers with typical development. Student's t-tests, ROC analysis, logistic regression, and linear discriminant function analysis were used to compare 24 children with ADHD, 61 elementary students with SLD, and controls matched on age, sex, school level attended, and both parents' education level. Several item subsets that address not only ADHD core symptoms, but also understanding in social context and development of interpersonal relationships, allowed discrimination of children with ADHD from controls. The combination of four item subsets (Listening and attending, Expressing complex ideas, Social communication, and Following instructions) classified children with ADHD with both sensitivity and specificity of 87.5%. Only Reading skills, Writing skills, and Time and dates discriminated children with SLD from controls. Evaluation of Vineland-II scores at the level of item content categories is a useful procedure for an efficient clinical description. Copyright © 2016 Elsevier Ltd. All rights reserved.
The Relationship between Mental Health and Addiction to Mobile Phones among University Students of Shahrekord, Iran.

PubMed

Babadi-Akashe, Zahra; Zamani, Bibi Eshrat; Abedini, Yasamin; Akbari, Hojaetolah; Hedayati, Nasim

2014-01-01

The risk of cell phone addiction is a social and psychological problem which has been proposed by psychologists, psychiatrists, and educational supervisors. The present study aimed to investigate the behavior of mobile phone addicts and mental health of university students of Shahrekord, Iran. This study was an applied research survey for the purposes of this study. The study population ýconsisted of all the students of Payame Noor University, Islamic Azad University, and University of Medical Sciences. The study population consisted of 296 students who were randomly selected from the target population. To collect data, two types of questionnaires were used, the Symptom Checklist-90-R(SCL-90-R) questionnaire, and the 32-point scale questionnaire of behavior associated with ýmobile phone use (Hooper and Zhou, 2007). Data analysis was performed using SPSS software, statistical analysis, frequency distribution, mean, one-way ANOVA, chi-square, and LSD (Least significance difference). The results showed that university students of Shahrekord, based on the six categories of mobile ýaddiction behaviors, were mostly placed in habitual behaviors (21.49%), addiction (21.49%), and intentional (21.49%) categories. By reviewing mental health indicators, it was found that students were affected with depressive disorder (17.30%), obsessive compulsive disorder (14.20%), and interpersonal sensitivity (13.80%). The results showed that there was a significant inverse relationship ýbetween mental health and habitual behaviors (r = -0.417), dependence (r = -0.317), addiction (r = -0.330), and incontinence (r = -0.309) in using mobile phone (P < 0.001). Survey results showed that with increased and improved mental health, the student's rate of cell phone addiction reduced.
Integrating Research, Policy, and Practice to Bring Science to the Classroom: New Leaders' Perspectives on the Field of Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Maggin, Daniel M.; Robertson, Rachel; Oliver, Regina M.; Hollo, Alex; Partin, Tara C. Moore

2010-01-01

In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20…
Auditory processing disorders, verbal disfluency, and learning difficulties: a case study.

PubMed

Jutras, Benoît; Lagacé, Josée; Lavigne, Annik; Boissonneault, Andrée; Lavoie, Charlen

2007-01-01

This case study reports the findings of auditory behavioral and electrophysiological measures performed on a graduate student (identified as LN) presenting verbal disfluency and learning difficulties. Results of behavioral audiological testing documented the presence of auditory processing disorders, particularly temporal processing and binaural integration. Electrophysiological test results, including middle latency, late latency and cognitive potentials, revealed that LN's central auditory system processes acoustic stimuli differently to a reference group with normal hearing.
Associations among eating regulation and body mass index, weight, and body fat in college students: the moderating role of gender.

PubMed

Gropper, Sareen S; Arsiwalla, Dilbur D; Lord, Denali C; Huggins, Kevin W; Simmons, Karla P; Ulrich, Pamela V

2014-04-01

This study investigated associations between eating regulation behaviors and body mass index (BMI), weight, and percent body fat in male and female students over the first two years of college. Subjects included 328 college students (215 females and 113 males). Height and weight (via standard techniques), body composition (via bioelectrical impedance analysis), and eating regulation behaviors (using the Regulation of Eating Behavior Scale) were conducted two to three times during both the freshman and sophomore years. Significant associations between eating regulation and BMI, weight, and/or percent body fat were shown mostly in females. In females, higher BMI, weight, and/or percent body fat at the end of the second year of college were found in those with low levels of autonomous, intrinsic motivation, and identified regulation, and high levels of amotivation, while lower BMI, weight, and/or percent body fat were associated with high levels of autonomous, intrinsic motivation, and identified regulation, and low levels of amotivation. The findings that specific eating behaviors in females during the first two years of college influence BMI, weight, and/or percent body fat may be useful for inclusion in university programs focused on college student health to help decrease the risk of obesity and disordered eating/eating disorders in female college students. Copyright © 2014 Elsevier Ltd. All rights reserved.
Eating Competence of College Students in an Introductory Nutrition Course

ERIC Educational Resources Information Center

Brown, Lora Beth; Larsen, Katrina J.; Nyland, Nora K.; Eggett, Dennis L.

2013-01-01

Objective: Describe eating competence, a positive and flexible way of conceptualizing eating attitudes and behaviors, in students enrolled in an introductory nutrition course. Methods: Online completion of the Satter Eating Competence Inventory (ecSI) and self-assessment of eating disorder status by 557 students (343 ages 18-20 years and 180 ages…
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing

ERIC Educational Resources Information Center

Ackles, Laurie; Fields, Harold; Skinner, Rona

2013-01-01

High functioning students with autism spectrum disorders are being admitted into institutions of higher education at an increasing rate. Although these students often have strong cognitive abilities, impairments in social behaviors and communication may negatively influence their ability to navigate a residential experience. Developing peer…
Make Your Point: At-Risk Students as Library Assistants.

ERIC Educational Resources Information Center

Dorell, Larry D.

1992-01-01

Discussion of the dangers of labeling people focuses on the successful experience of a school media director who enlisted a student from the behavioral disorder classroom as a library assistant. Concludes that special service students can provide valuable help in the library while gaining experience that enhances their self-esteem. (NRP)
Meeting the Diverse Needs of Students with EBD in Inclusive Science Classrooms

ERIC Educational Resources Information Center

Watt, Sarah J.; Therrien, William J.; Kaldenberg, Erica R.

2014-01-01

This article reports that for students with emotional and behavioral disorders (EBD), difficulties in core academic skills may play a large role in student success or failure in science. Why? Comprehending science texts can be particularly problematic with their complex and often unknown vocabulary words. Another problem identified as an…
The Student-Run Clinic: A New Opportunity for Psychiatric Education

ERIC Educational Resources Information Center

Schweitzer, Pernilla J.; Rice, Timothy R.

2012-01-01

Objective: Student-run clinics are increasingly common in medical schools across the United States and may provide new opportunities for psychiatric education. This study investigates the educational impact of a novel behavioral health program focused on depressive disorders at a student-run clinic. Method: The program was assessed through chart…
Disproportionate Poverty, Conservatism, and the Disproportionate Identification of Minority Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Wiley, Andrew L.; Brigham, Frederick J.; Kauffman, James M.; Bogan, Jane E.

2013-01-01

Previous investigations of disproportionate representation of students from certain ethnic groups in special education have suggested that disproportionality is the result of bias against the members of overrepresented groups or, conversely, the result of disproportionate exposure to poverty for these students. Strong evidence in favor of either…
Body image attitude among Chinese college students.

PubMed

Wang, Kui; Liang, Rui; Ma, Zhen-Ling; Chen, Jue; Cheung, Eric F C; Roalf, David R; Gur, Ruben C; Chan, Raymond C K

2018-03-01

The present study aimed to examine body image attitude in Chinese college students and related psychological consequences. A silhouette-matching test was administered to 425 college students in mainland China. Self-esteem, negative emotions, subjective well-being, and eating-disorder-related weight-controlling behaviors were also measured. Only 12.9% of the participants were satisfied with their figure and the extent of body image dissatisfaction was comparable for both sexes. The majority of the female participants indicated a preference to be more slender. Their ideal figure was underweight and was far smaller than the most attractive female figure chosen by male participants. For male participants, the proportion wanting a fuller figure was comparable to that wanting a slimmer figure. Among female participants, body image dissatisfaction negatively correlated with self-esteem and subjective well-being, and positively correlated with negative emotions. Drive for thinness correlated with eating-disorder-related weight-controlling behaviors not only for females, but also for males. Body image dissatisfaction, as a diagnostic feature for major subtypes of eating disorders, may signal serious concern among Chinese college students. © 2018 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.
Using Self-Regulated Strategy Development to Help High School Students with EBD Summarize Informational Text in Social Studies

ERIC Educational Resources Information Center

Ennis, Robin Parks

2016-01-01

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…
Augmented Reality for Teaching Science Vocabulary to Postsecondary Education Students with Intellectual Disabilities and Autism

ERIC Educational Resources Information Center

McMahon, Don D.; Cihak, David F.; Wright, Rachel E.; Bell, Sherry Mee

2016-01-01

The purpose of this study was to examine the use of an emerging technology called augmented reality to teach science vocabulary words to college students with intellectual disability and autism spectrum disorders. One student with autism and three students with an intellectual disability participated in a multiple probe across behaviors (i.e.,…
Substance Use Attitudes, Behaviors, Education and Prevention in Colleges of Pharmacy in the United States.

PubMed

Al-Shatnawi, Samah F; Perri, Matthew; Young, Henry N; Norton, Merrill

2016-11-25

This review describes and summarizes student pharmacists' substance use behavior in the United States. Current literature indicates that there are problems with alcohol and other drug use among student pharmacists. Although researchers have found variations in the type and rate of reported substance use, significant proportions of student pharmacists were identified as being at high risk for substance use disorders (SUDs). Findings from this review suggest that pharmacy schools should encourage and stimulate more research in order to implement effective screening and early intervention programs in an effort to address this important student health issue.
Eating behavior and nutrition knowledge among musical theatre students.

PubMed

Vitzthum, Karin; Endres, Eva; Koch, Franziska; Groneberg, David A; Quarcoo, David; Wanke, Eileen; Mache, Stefanie

2013-03-01

Eating is a central part in human (social) life. Athletic performance and physical attractiveness are linked to appropriate nutritional behavior, especially for performing artists. Eating behavior and nutrition knowledge have not been examined in musical theatre students so far, which this study aims to analyze. We administered a cross-sectional questionnaire study to 37 musical theatre students. Results for the Eating Disorder Examination-Questionnaire (EDE-Q) showed non-pathological values for 92% of all participants, but 81% of participants answered correctly on only 30-59% of questions on the General Nutrition Knowledge Questionnaire (GNKQ). Our study results reveal the need for specific nutritional knowledge transfer programs for this target group.
Pharmacological Interventions for Students with ADD.

ERIC Educational Resources Information Center

Austin, Vance L.

2003-01-01

A review of the research on pharmacological interventions for students with attention deficit disorder finds that psychostimulants such as methylphenidate (Ritalin) are effective in improving focus and impulse control, but should be used in conjunction with psychosocial and behavioral interventions. Comprehensive medical screenings and guidelines…
In the Best Interests of All: A Position Paper of the Children's Behavioral Alliance.

ERIC Educational Resources Information Center

2003

In December 2001, Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) brought together representatives of 17 advocacy groups who are concerned about the provision of positive behavioral supports and mental health services for students with significant social, behavioral and/or emotional needs. The agenda for this group…

Positive Behavior Supports and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cheney, Douglas; Jewell, Kelly

2012-01-01

The 1990 reauthorization of PL 94-142, the Individuals with Disabilities Act (IDEA), emphasized the need for applied research in schools to prevent the development of emotional disturbance. Prevention research then led to mandates in IDEA 1997 that schools must develop positive behavior interventions and supports (PBIS) for children and youth…
A Circle of Courage Level System in Day Treatment

ERIC Educational Resources Information Center

Harper, Elaine

2005-01-01

Educators continue to seek effective behavior management strategies and therapeutic techniques to help students with emotional disturbance and behavior disorders to manage their own behavior and to achieve academically. One strategy employed to overcome the challenges is the use of a level system in the classroom. Level systems are often used with…
Schools' Mental Health Services and Young Children's Emotions, Behavior, and Learning

ERIC Educational Resources Information Center

Reback, Randall

2010-01-01

Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions…
Perceptions of Voice Teachers Regarding Students' Vocal Behaviors During Singing and Speaking.

PubMed

Beeman, Shellie A

2017-01-01

This study examined voice teachers' perceptions of their instruction of healthy singing and speaking voice techniques. An online, researcher-generated questionnaire based on the McClosky technique was administered to college/university voice teachers listed as members in the 2012-2013 College Music Society directory. A majority of participants believed there to be a relationship between the health of the singing voice and the health of the speaking voice. Participants' perception scores were the most positive for variable MBSi, the monitoring of students' vocal behaviors during singing. Perception scores for variable TVB, the teaching of healthy vocal behaviors, and variable MBSp, the monitoring of students' vocal behaviors while speaking, ranked second and third, respectively. Perception scores for variable TVB were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, and familiarity with the McClosky technique. Perception scores for variable MBSi were primarily associated with participants' familiarity with voice rehabilitation techniques, gender, type of student taught, and instruction of a student with a voice disorder. Perception scores for variable MBSp were correlated with the greatest number of characteristics, including participants' familiarity with voice rehabilitation techniques, familiarity with the McClosky technique, type of student taught, years of teaching experience, and instruction of a student with a voice disorder. Voice teachers are purportedly working with injured voices and attempting to include vocal health in their instruction. Although a voice teacher is not obligated to pursue further rehabilitative training, the current study revealed a positive relationship between familiarity with specific rehabilitation techniques and vocal health. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.
Tourette's Syndrome and Tics: Relevance for School Psychologists.

ERIC Educational Resources Information Center

Wodrich, David L.

1998-01-01

Argues that Tourette's Syndrome and tic disorders occur commonly among school-age children; that students affected with the condition often experience recognizable school, behavioral-emotional, and interpersonal difficulties; and that they may benefit if school psychologists identified the disorder and participated in the treatment. Suggests that…
Recognizing and Treating Attention-Deficit/Hyperactivity Disorder in College Students

ERIC Educational Resources Information Center

Prevatt, Frances; Young, Joel L.

2014-01-01

Traditionally diagnosed in children, attention-deficit/hyperactivity disorder (ADHD) is now regarded as a life span condition. The academic difficulties experienced by children and adolescents with ADHD have been observed to continue into young adulthood. Treatment outcome studies demonstrate that behavioral and pharmacotherapeutic interventions…
Self-Regulation Interventions for Children with Attention Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Reid, Robert; Trout, Alexandra L.; Schartz, Michalla

2005-01-01

Current recommendations for the treatment of attention deficit/hyperactivity disorder (ADHD) call for a multimodal approach including a combination of medication, behavior modification, school accommodations, and ancillary services. One method that has been proposed as an effective and efficient means for increasing students' attention and…
The Theory of Planned Behavior as It Predicts Potential Intention to Seek Mental Health Services for Depression among College Students

PubMed Central

Bohon, Lisa M.; Cotter, Kelly A.; Kravitz, Richard L.; Cello, Philip C.; Garcia, Erik Fernandez y

2016-01-01

Between 9.5% and 31.3% of College students suffer from depression1, 2. Universities need to understand the factors that relate to care-seeking behavior. Objective Across 3 studies, to relate attitude, social norms, and perceived behavioral control to intention to seek mental health services, and to investigate barriers to care-seeking. Participants University college students (N = 845, 64% female, 26% male, and 10% unspecified). Method New measures were created in studies 1 and 2, and were examined using structural equation modeling in study 3. Results Partially consistent with the Theory of Planned Behavior3, a model with an excellent fit revealed that more positive attitudes about care and higher perceived behavioral control directly predicted higher intention to seek mental health services. Conclusions Educating college students about mental health disorders and treatments, enhancing knowledge about available services, and addressing limited access to long-term care might improve treatment rates for students suffering from depression. PMID:27386898
The Effects of Functional Communication Training on the Appropriate Behavior of a Student with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Jolivette, Kristine; Stichter, Janine P.; Houchins, David E.; Kennedy, Christina

2007-01-01

Functional analysis is used to generate and test hypotheses, specific to an individual's appropriate and inappropriate behaviors, by directly manipulating antecedent and consequent events within natural or analog environments. In the case that a function(s) was not determined or the behavior has multiple motivations during the functional analysis,…
The Effects of a Mindfulness and Biofeedback Program on the On- and Off-Task Behaviors of Students with Emotional Behavioral Disorders

ERIC Educational Resources Information Center

Rush, Karena S.; Golden, Maria E.; Mortenson, Bruce P.; Albohn, Daniel; Horger, Melissa

2017-01-01

Research suggests that mind-body techniques are useful for enhancing self-regulatory behaviors, including attention and emotional regulation. The majority of research in this area focuses on adult behavior. However, there has been a growing interest in using mindfulness techniques with children and more recently, in the school setting. Students…
Health assessment of French university students and risk factors associated with mental health disorders.

PubMed

Tran, Antoine; Tran, Laurie; Geghre, Nicolas; Darmon, David; Rampal, Marion; Brandone, Diane; Gozzo, Jean-Michel; Haas, Hervé; Rebouillat-Savy, Karine; Caci, Hervé; Avillach, Paul

2017-01-01

The first year of university is a particularly stressful period and can impact academic performance and students' health. The aim of this study was to evaluate the health and lifestyle of undergraduates and assess risk factors associated with psychiatric symptoms. Between September 2012 and June 2013, we included all undergraduate students who underwent compulsory a medical visit at the university medical service in Nice (France) during which they were screened for potential diseases during a diagnostic interview. Data were collected prospectively in the CALCIUM database (Consultations Assistés par Logiciel pour les Centres Inter-Universitaire de Médecine) and included information about the students' lifestyle (living conditions, dietary behavior, physical activity, use of recreational drugs). The prevalence of psychiatric symptoms related to depression, anxiety and panic attacks was assessed and risk factors for these symptoms were analyzed using logistic regression. A total of 4,184 undergraduates were included. Prevalence for depression, anxiety and panic attacks were 12.6%, 7.6% and 1.0%, respectively. During the 30 days preceding the evaluation, 0.6% of the students regularly drank alcohol, 6.3% were frequent-to-heavy tobacco smokers, and 10.0% smoked marijuana. Dealing with financial difficulties and having learning disabilities were associated with psychiatric symptoms. Students who were dissatisfied with their living conditions and those with poor dietary behavior were at risk of depression. Being a woman and living alone were associated with anxiety. Students who screened positively for any psychiatric disorder assessed were at a higher risk of having another psychiatric disorder concomitantly. The prevalence of psychiatric disorders in undergraduate students is low but the rate of students at risk of developing chronic disease is far from being negligible. Understanding predictors for these symptoms may improve students' health by implementing targeted prevention campaigns. Further research in other French universities is necessary to confirm our results.
Applying a Cognitive Neuroscience Perspective to Disruptive Behavior Disorders: Implications for Schools.

PubMed

Tyler, Patrick M; White, Stuart F; Thompson, Ronald W; Blair, R J R

2018-02-12

A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed.
Examining Effectiveness of Group Cognitive-Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools.

PubMed

Eiraldi, Ricardo; Power, Thomas J; Schwartz, Billie S; Keiffer, Jackie N; McCurdy, Barry L; Mathen, Manju; Jawad, Abbas F

2016-07-01

This article presents outcome data of the implementation of three group cognitive-behavioral therapy (GCBT) interventions for children with externalizing behavior problems, anxiety, and depression. School counselors and graduate students co-led the groups in two low-income urban schools. Data were analyzed to assess pre-treatment to post-treatment changes in diagnostic severity level. Results of the exploratory study indicated that all three GCBT protocols were effective at reducing diagnostic severity level for children who had a primary diagnosis of an externalizing disorder, anxiety disorder, or depressive disorder at the clinical or intermediate (at-risk) level. All three GCBT protocols were implemented with relatively high levels of fidelity. Data on the effectiveness of the interventions for reducing diagnostic severity level for externalizing and internalizing spectrum disorders and for specific disorders are presented. A discussion of implementation of mental health evidence-based interventions in urban schools is provided. © The Author(s) 2016.
Eating Disorders Among Female Students of Taif University, Saudi Arabia.

PubMed

Abd El-Azeem Taha, Azza Ali; Abu-Zaid, Hany Ahmed; El-Sayed Desouky, Dalia

2018-03-01

Eating disorders are a common health problem among adolescents, and females are especially vulnerable to them. There is lack of information on the prevalence of eating disorders in Saudi Arabia. The current study aimed to investigate the prevalence of eating disorders among female undergraduate university students in Taif city, Saudi Arabia. The study was undertaken in the female section at Taif university from November 1, 2016 to March 30, 2017. Eating Attitudes Test (EAT-26) was used to determine the prevalence of eating disorders. The questionnaire was distributed among undergraduate students and their anthropometric measurements were assessed after obtaining their consent. The sample included 1200 university students with a median age of 21 years (range 17-33). Nonparametric tests were used to assess relationship between variables. Chi-squared test was used to compare items of the disordered eating attitudes and behaviors between positive and negative EAT respondents. Using the cutoff score of 20 on EAT-26 test, 35.4% of the students were classified at risk for eating disorders. Medical and obese students achieved the highest significant EAT scores. A high prevalence of eating disorders was found among females at Taif university, Kingdom of Saudi Arabia. Our findings call for prevention of these disorders and we recommend establishing a national screening program among Saudi university female students for early detection and management of these problems. © 2018 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Treatment of Bipolar Disorder in the University Student Population

ERIC Educational Resources Information Center

Federman, Russ

2011-01-01

University counseling centers are faced with the challenge of effectively treating bipolar students while also utilizing brief treatment frameworks and managing high patient volumes. Potential destabilization, particularly within the elevated mood phase, poses significant behavioral management issues for university clinicians and administrators,…
Impact. Volume 18, Number 2, Spring 2005

ERIC Educational Resources Information Center

Gaylord, Vicki, Ed.

2005-01-01

This issue of the quarterly publication focuses on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders. Editorial introduction notes that today's K-12 educators must effectively work with increasingly diverse populations in their classrooms, including educating students identified as having emotional/behavioral…
Teaching Mathematics to Secondary Students with Emotional and Behavioral Disorders: Challenges and Practical Suggestions for Teachers

ERIC Educational Resources Information Center

Mulcahy, Candace A.; Krezmien, Michael; Maccini, Paula

2014-01-01

While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…
Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

ERIC Educational Resources Information Center

MacSuga-Gage, Ashley S.; Simonsen, Brandi

2015-01-01

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of…
Team Building through Wilderness Activities in Eighth Grade Special Education.

ERIC Educational Resources Information Center

West, June

The Outdoor Program is part of the special education program in a Northwest U.S. junior high school that combines wilderness activities with traditional classroom activities for students with behavior disorders. The goals of the program are to help the students learn to trust each other and the teachers, to teach students how to cooperate, and to…
Effects of Story Mapping on Third-Grade Students with Attention Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Chavez, Jaime N.; Martinez, James; Pienta, Rachel S.

2015-01-01

The purpose of this study was to examine the effects of story mapping on the reading comprehension scores, on-task behaviors, and attitudes of third- -grade students (N = 6) with ADHD. Students' reading grade equivalencies were assessed before and after the study. The teacher-researcher compared two other achievement measures before and during…

Addressing Bullying of Students with Autism: Suggestions for Families and Educators

ERIC Educational Resources Information Center

Hong, Ee Rea; Neely, Leslie; Lund, Emily M.

2015-01-01

Bullying or any aggressive behavior of a more powerful person or group toward a less powerful person is a widespread problem in the U.S. educational system. While bullying is a significant problem for all students, students with an autism spectrum disorder (ASD) have a particularly high incidence rate of becoming victims of bullying. The social…
Children with Attention Deficit Hyperactivity Disorder: Are There Gender Differences in School Functioning?

ERIC Educational Resources Information Center

DuPaul, George J.; Jitendra, Asha K.; Tresco, Katy E.; Junod, Rosemary E. Vile; Volpe, Robert J.; Lutz, J. Gary

2006-01-01

Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic…
Campus Community Readiness and the Prevention of Gambling Problems

ERIC Educational Resources Information Center

Pyle, Stephanie J. Asteriadis

2016-01-01

Gambling disorder is a behavioral addiction that disproportionally affects college students as a population group and can disrupt college careers. While gambling disorder has not traditionally been one that institutions of higher education have addressed, the rapid growth of legalized gambling in the United States and the resulting widespread…
Social Media Literacy as an IEP Intervention for Social and Emotional Learning

ERIC Educational Resources Information Center

Probst, Donnell

2017-01-01

Media literacy and special education communities have largely ignored the impact of digital media useonspecial education students with Autism spectrum disorder and Emotional and Behavioral Disorder. This paper investigates the possibility of using social media literacy education as part of an individualized education plan (IEP) intervention for…
Children Say the Darndest Things: Physical Activity and Children with Attention-Deficit Hyperactivity Disorder

ERIC Educational Resources Information Center

Harvey, William J.; Wilkinson, Shawn; Pressé, Cindy; Joober, Ridha; Grizenko, Natalie

2014-01-01

Background: Physical educators suggested that they are not well-informed about behaviors of children with disabilities, especially attention-deficit hyperactivity disorder (ADHD). Children with ADHD represent a significant number of students in school systems worldwide who often experience difficulties in performing fundamental movement skills.…
The Relationship between Mental Health and Addiction to Mobile Phones among University Students of Shahrekord, Iran

PubMed Central

Babadi-Akashe, Zahra; Zamani, Bibi Eshrat; Abedini, Yasamin; Akbari, Hojaetolah; Hedayati, Nasim

2014-01-01

Background The risk of cell phone addiction is a social and psychological problem which has been proposed by psychologists, psychiatrists, and educational supervisors. The present study aimed to investigate the behavior of mobile phone addicts and mental health of university students of Shahrekord, Iran. Methods This study was an applied research survey for the purposes of this study. The study population ýconsisted of all the students of Payame Noor University, Islamic Azad University, and University of Medical Sciences. The study population consisted of 296 students who were randomly selected from the target population. To collect data, two types of questionnaires were used, the Symptom Checklist-90-R(SCL-90-R) questionnaire, and the 32-point scale questionnaire of behavior associated with ýmobile phone use (Hooper and Zhou, 2007). Data analysis was performed using SPSS software, statistical analysis, frequency distribution, mean, one-way ANOVA, chi-square, and LSD (Least significance difference). Findings The results showed that university students of Shahrekord, based on the six categories of mobile ýaddiction behaviors, were mostly placed in habitual behaviors (21.49%), addiction (21.49%), and intentional (21.49%) categories. By reviewing mental health indicators, it was found that students were affected with depressive disorder (17.30%), obsessive compulsive disorder (14.20%), and interpersonal sensitivity (13.80%). The results showed that there was a significant inverse relationship ýbetween mental health and habitual behaviors (r = -0.417), dependence (r = -0.317), addiction (r = -0.330), and incontinence (r = -0.309) in using mobile phone (P < 0.001). Conclusion Survey results showed that with increased and improved mental health, the student’s rate of cell phone addiction reduced. PMID:25984275
Neuropsychological Disorders in Children: Effects of Medication on Learning and Behavior in Hyperactivity.

ERIC Educational Resources Information Center

Hartlage, Lawrence C.; Telzrow, Cathy Fultz

1982-01-01

Hyperactivity is defined, and the relationships among minimal brain dysfunction, cerebral stimulants, and student characteristics such as activity level, attention and learning, and behavior are discussed. Hyperactive children's responses to the use of Ritalin and methylphenidate are reported. (CJ)
[Muscle dysmorphia, body image and eating behaviors in two male populations].

PubMed

Behar, Rosa; Molinari, Daniela

2010-11-01

Muscle dysmorphia or vigorexia is a disorder in which a person becomes obsessed with the idea that he or she is not muscular enough. To assess physical exercise, eating behaviors and the presence of muscle dysmorphia among weightlifters and medical students. Cross sectional evaluation of 88 male weightlifters aged 27 ± 7 years and 84 male medical students aged 22 ± 1 year was made. Eating behaviors were evaluated using the Eating Attitudes Test (EAT-40) and the Eating Disorders Inventory (EDI). The perception of body image was assessed using the Graduate Hannover Scale (GHS). Prevalence of muscle dysmorphia among weightlifters was 13.6%. Both groups did not differ in body dissatisfaction. Interest in appearance among weightlifters was significantly higher than in students and ranged significantly higher in EAT-40 and EDI (p < 0.001). Other sports were practiced with the same frequency by weightlifters and students. Weightlifters expended more time than students exercising to improve their appearance (p < 0.005). Forty two percent of weightlifters with muscle dysmorphia displayed abuse of anabolics and 67% used other substances to improve their performance (p < 0.005). The presence of muscle dysmorphia among weightlifters was confirmed. They were dissatisfied with their body image and more concerned with their physical appearance than those without muscle dysmorphia and/or students. Their anabolic abuse rate was high. Our findings were similar to those reported in the international literature.
Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving

PubMed Central

Azad, Gazi F.; Kim, Mina; Marcus, Steven C.; Mandell, David S.; Sheridan, Susan M.

2016-01-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving. PMID:28392604
Parent-Teacher Communication about Children with Autism Spectrum Disorder: An Examination of Collaborative Problem-Solving.

PubMed

Azad, Gazi F; Kim, Mina; Marcus, Steven C; Mandell, David S; Sheridan, Susan M

2016-12-01

Effective parent-teacher communication involves problem-solving concerns about students. Few studies have examined problem solving interactions between parents and teachers of children with autism spectrum disorder (ASD), with a particular focus on identifying communication barriers and strategies for improving them. This study examined the problem-solving behaviors of parents and teachers of children with ASD. Participants included 18 teachers and 39 parents of children with ASD. Parent-teacher dyads were prompted to discuss and provide a solution for a problem that a student experienced at home and at school. Parents and teachers also reported on their problem-solving behaviors. Results showed that parents and teachers displayed limited use of the core elements of problem-solving. Teachers displayed more problem-solving behaviors than parents. Both groups reported engaging in more problem-solving behaviors than they were observed to display during their discussions. Our findings suggest that teacher and parent training programs should include collaborative approaches to problem-solving.
Binge Eating, But Not Other Disordered Eating Symptoms, Is a Significant Contributor of Binge Drinking Severity: Findings from a Cross-Sectional Study among French Students.

PubMed

Rolland, Benjamin; Naassila, Mickael; Duffau, Céline; Houchi, Hakim; Gierski, Fabien; André, Judith

2017-01-01

Many studies have suggested the co-occurrence of eating disorders and alcohol use disorders but in which extent binge eating (BE) and other disordered eating symptoms (DES) are associated with the severity of binge drinking (BD) remains unknown. We conducted a online cross-sectional study among 1,872 French students. Participants were asked their age, gender, tobacco and cannabis use status. They completed the Alcohol Use Questionnaire (AUQ), Eating Disorder Examination Questionnaire (EDE-Q), and UPPS impulsive behavior questionnaire. BD score was calculated using the AUQ. Three items of the EDE-Q were used to construct a BE score. The predictors of the BD score were determined using a linear regression model. Our results showed that the BE score was correlated with the BD score (β 0 = 0.051 ± 0.022; p = 0.019), but no other DES was associated with BD, including purging behaviors. The severity of BD was also correlated with younger age, male gender, tobacco and cannabis use, and with the 'positive urgency,' 'premeditation,' and 'sensation seeking' UPPS subscores ( R 2 of the model: 25%). Within DES, BE appeared as an independent determinant of the BD severity. This is in line with the recent hypothesis that BE is not a subtype of DES, but more a general vulnerability factor of emotional dysregulation, which could be shared by different behavioral and addictive disorders.
Advanced Reading Comprehension Expectations in Secondary School: Considerations for Students with Emotional or Behavior Disorders

PubMed Central

Ciullo, Stephen; Ortiz, Miriam B.; Al Otaiba, Stephanie; Lane, Kathleen Lynne

2015-01-01

The debate around recent implementation of the Common Core Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6-12 for students with ED. First, we summarize grade level expectations of the standards. Then, we describe the characteristics and underachievement of students with ED. Next, we evaluate challenges in meeting the expectations based on extant research, and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school. PMID:27403040
Putting Behavioral Goal-Setting Research into Practice

ERIC Educational Resources Information Center

Bruhn, Allison Leigh; Fernando, Josephine; McDaniel, Sara; Troughton, Leonard

2017-01-01

Students with or at risk of emotional and behavioral disorders can benefit from a variety of self-regulation strategies. One such strategy is goal setting, which can be used to improve both academic and behavioral outcomes in the classroom. In this article, we discuss the importance of goal setting and current research in this area. In addition,…
Effects of White Noise on Off-Task Behavior and Academic Responding for Children with ADHD

ERIC Educational Resources Information Center

Cook, Andrew; Bradley-Johnson, Sharon; Johnson, C. Merle

2014-01-01

We evaluated the effects of white noise played through headphones on off-task behavior, percentage of items completed, and percentage of items completed correctly for 3 students with attention deficit hyperactivity disorder (ADHD). Headphones plus white noise were associated with decreases in off-task behavior relative to baseline and…
Beyond Time Out and Table Time: Today's Applied Behavior Analysis for Students with Autism

ERIC Educational Resources Information Center

Boutot, E. Amanda; Hume, Kara

2010-01-01

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts…
Beyond Time out and Table Time: Today's Applied Behavior Analysis for Students with Autism

ERIC Educational Resources Information Center

Boutot, E. Amanda; Hume, Kara

2012-01-01

Recent mandates related to the implementation of evidence-based practices for individuals with autism spectrum disorder (ASD) require that autism professionals both understand and are able to implement practices based on the science of applied behavior analysis (ABA). The use of the term "applied behavior analysis" and its related concepts…
Disciplining Students with Emotional and Behavioral Disorders: A Legal Update.

ERIC Educational Resources Information Center

Yell, Mitchell L.; And Others

1995-01-01

This article explicates the current legislation, case law, and administrative law governing the discipline of students with disabilities. Guidelines are offered that divide disciplinary procedures into three categories: permitted, controlled, and prohibited. The role of the Individualized Education Program team in planning proactive disciplinary…
The Psychological, Behavioral, and Educational Impact of Immigration: Helping Recent Immigrant Students to Succeed in North American Schools

ERIC Educational Resources Information Center

McIntyre, Thomas; Barowsky, Ellis I.; Tong, Virginia

2011-01-01

Educators' lack of knowledge of the cultural and immigration overlays on behaviors presents a quandary. It makes it difficult, given the present state of assessment in this area, to determine whether an emotional or behavioral disorder exists, or whether the behavior is acceptable to the newcomer's culture and therefore reflects a cultural marker.…
Test-retest reliability of the eating disorder examination-questionnaire (EDE-Q) in a college sample

PubMed Central

2013-01-01

Background The Eating Disorder Examination-Questionnaire (EDE-Q), a widely used self-report instrument, is often used for measuring change in eating disorder symptoms over the course of treatment. However, limited data exist about test-retest reliability, particularly for men. The current study evaluated EDE-Q 7-day test-retest reliability in male (n = 47) and female (n = 44) undergraduate students together and separately by gender. Results Internal consistency was consistently higher for women and at Time 2, but remained acceptable for both men and women at both time points. Cronbach’s α ranged from .75 (Restraint at Time 1) to .93 (Shape Concern at Time 2) for women and from .73 (Eating Concern at Time 2) to .89 (Shape Concern at Time 2) for men. With the exception of some of the eating disorder behaviors, test re-test reliability was fairly strong for both men and women. Shape Concern and the global EDE-Q score were highest for both men and women (Spearman’s rho > 0.89 with the exception of Shape Concern for women for which Spearman’s rho = .86). Test re-test reliability was lower for the eating disorder behavior measures, particularly for men, for whom Kendall’s tau-b for frequency and phi for occurrence was less than 0.70 for all but objective bulimic episodes. Conclusions Results were consistent with past research for women, indicating strong test re-test reliability in attitudinal features of eating disorders, but lower test re-test reliability in behavioral features. Internal consistency and test re-test reliability was good for the attitudinal features of eating disorder in men, but tended to be lower for men compared to women. The EDE-Q appears to be a reliable instrument for assessing eating disorder attitudes in both male and female undergraduate students, but is less reliable for assessing ED behaviors, particularly in men. PMID:24999420
Self-management as a strategy to improve the classroom behavior of adolescents with ADHD.

PubMed

Shapiro, E S; DuPaul, G J; Bradley-Klug, K L

1998-01-01

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

Substance Use Attitudes, Behaviors, Education and Prevention in Colleges of Pharmacy in the United States

PubMed Central

Al-Shatnawi, Samah F.; Perri, Matthew; Young, Henry N.; Norton, Merrill

2016-01-01

This review describes and summarizes student pharmacists’ substance use behavior in the United States. Current literature indicates that there are problems with alcohol and other drug use among student pharmacists. Although researchers have found variations in the type and rate of reported substance use, significant proportions of student pharmacists were identified as being at high risk for substance use disorders (SUDs). Findings from this review suggest that pharmacy schools should encourage and stimulate more research in order to implement effective screening and early intervention programs in an effort to address this important student health issue. PMID:28090109
Developmental trajectories of aggression, prosocial behavior, and social-cognitive problem solving in emerging adolescents with clinically elevated attention-deficit/hyperactivity disorder symptoms.

PubMed

Kofler, Michael J; Larsen, Ross; Sarver, Dustin E; Tolan, Patrick H

2015-11-01

Middle school is a critical yet understudied period of social behavioral risks and opportunities that may be particularly difficult for emerging adolescents with attention-deficit/hyperactivity disorder (ADHD) given their childhood social difficulties. Relatively few ADHD studies have examined social behavior and social-cognitive problem solving beyond the elementary years, or examined aspects of positive (prosocial) behavior. The current study examined how middle school students with clinically elevated ADHD symptoms differ from their non-ADHD peers on baseline (6th grade) and age-related changes in prosocial and aggressive behavior, and the extent to which social-cognitive problem solving strategies mediate these relations. Emerging adolescents with (n = 178) and without (n = 3,806) clinically elevated, teacher-reported ADHD-combined symptoms were compared longitudinally across 6th through 8th grades using parallel process latent growth curve modeling, accounting for student demographic characteristics, oppositional-defiant disorder (ODD) symptoms, deviant peer association, school climate, and parental monitoring. Sixth graders with elevated ADHD symptoms engaged in somewhat fewer prosocial behaviors (d = -0.44) and more aggressive behavior (d = 0.20) relative to their peers. These small social behavioral deficits decreased but were not normalized across the middle school years. Contrary to hypotheses, social-cognitive problem solving was not impaired in the ADHD group after accounting for co-occurring ODD symptoms and did not mediate the association between ADHD and social behavior during the middle school years. ADHD and social-cognitive problem solving contributed independently to social behavior, both in 6th grade and across the middle school years; the influence of social-cognitive problem solving on social behavior was highly similar for the ADHD and non-ADHD groups. (c) 2015 APA, all rights reserved).
Prevalence of Internet Gaming Disorder among Korean Adolescents and Associations with Non-psychotic Psychological Symptoms, and Physical Aggression.

PubMed

Yu, Hongsik; Cho, Jaehee

2016-11-01

We examined the prevalence rates of Internet gaming disorder among South Korean middle school students, the dominant symptoms of Internet gaming disorder, and the interrelationships between such disorder and non-psychotic psychological symptoms (ie, anxiety, depression, and impulsiveness) and with physical aggression. Data were collected from a national sample of 2024 students (70.3% gamers; 50.6% boys). Gaming disorder and prevalent symptoms were measured by the 9 diagnostic criteria proposed in DSM-5. Our results showed 5.9% of the sample (boys 10.4%, girls 1.2%) was classified as adolescents with gaming disorder. Meanwhile, 8% (boys 14.2%, girls 5.9%) of the sample was found to be at high risk of gaming disorder. The prevalent symptoms were mood modification, behavioral salience, conflict, withdrawal, and relapse, in that order. A total of 9.2%, 15.1%, and 10.9% of the adolescents with gaming disorder had non-psychotic psychological anxiety, depression, and impulsiveness symptoms, respectively. Nearly 11% of students with Internet gaming disorder had 2 non-psychotic psychological symptoms or more. These results provide supportive empirical evidence that Internet gaming disorder can lead to severe distress and that it can be associated with comorbid symptoms that are relevant to development or continuance of the gaming disorder.
Effects of self-graphing and goal setting on the math fact fluency of students with disabilities.

PubMed

Figarola, Patricia M; Gunter, Philip L; Reffel, Julia M; Worth, Susan R; Hummel, John; Gerber, Brian L

2008-01-01

We evaluated the impact of goal setting and students' participation in graphing their own performance data on the rate of math fact calculations. Participants were 3 students with mild disabilities in the first and second grades; 2 of the 3 students were also identified with Attention-Deficit/Hyperactivity Disorder (ADHD). They were taught to use Microsoft Excel® software to graph their rate of correct calculations when completing timed, independent practice sheets consisting of single-digit mathematics problems. Two students' rates of correct calculations nearly always met or exceeded the aim line established for their correct calculations. Additional interventions were required for the third student. Results are discussed in terms of implications and future directions for increasing the use of evaluation components in classrooms for students at risk for behavior disorders and academic failure.
Philosophy and Practice: Always the Twain Shall Meet.

ERIC Educational Resources Information Center

Smith, Carl R., Ed.

1981-01-01

A discussion focuses on differing approaches to the education of behaviorally disordered students as viewed by Albert Fink (representing the psychoeducational view), William Rhodes (counter theoretical), and Richard Whelan (behavioral). The discussion addresses such issues in special education as mainstreaming and alternatives to special classes.…
Dealing with Emotional, Behavioral and Physical Disabilities

ERIC Educational Resources Information Center

Anjeh, Divine

2007-01-01

This paper addresses the differences between emotional and behavioral disorders, physical and health impairments and Traumatic brain Injury at the level of definitions, causes, and characteristics. It also describes specific and the most effective instructional strategies for students with these disabilities. It further suggests ways and means by…
Rediscovering the Art of Developmental Therapy: An Interview with Mary M. Wood

ERIC Educational Resources Information Center

Teagarden, James M.; Kaff, Marilyn S.; Zabel, Robert H.

2013-01-01

Dr. Mary Margaret Wood is best known for developing psychoeducational programs that integrate mental health and special education interventions for children with emotional and behavioral disorders (EBD). Developmental Therapy (DT) includes comprehensive assessment of student behavior, communication, social, and cognitive development,…
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance

ERIC Educational Resources Information Center

Bradley, Renee; Doolittle, Jennifer; Bartolotta, Robert

2008-01-01

The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues…
Increasing Instructional Efficiency When Using Simultaneous Prompting Procedure in Teaching Academic Skills to Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Tekin-Iftar, Elif; Olcay-Gul, Seray

2016-01-01

A multiple probe design across behaviors replicated across participants was used to examine the effects of a simultaneous prompting procedure delivered along with instructive feedback and observational learning stimuli when teaching academic skills to a small group of students with ASD. Different target skills were taught to each student in the…
Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting

ERIC Educational Resources Information Center

Morgan, Joseph John; Dobbins, Nicole; Hsiao, Yun-Ju; Brown, Nancy; Higgins, Kyle

2015-01-01

Implementation of social skills deemed appropriate for use in school is important for student success. Students with emotional and behavioral disorders often fail to use these social skills, requiring intervention to facilitate their use. Results related to social skills interventions have been mixed; one suggested reason for this is the lack of…
Predictors of Teachers' Intention to Refer Students with ADHD to Mental Health Professionals: Comparison of U.S. and South Korea

ERIC Educational Resources Information Center

Lee, Ji-yeon

2014-01-01

A teacher's intention to refer students to mental health professionals is important to the early identification of attention-deficit/hyperactivity disorder (ADHD) and prevention of further problems. The theory of planned behavior (TPB) was used to determine the strongest belief-related predictors of a teacher's intentions to refer students with…
Associations between multiple health risk behaviors and mental health among Chinese college students.

PubMed

Ye, Yong-ling; Wang, Pei-gang; Qu, Geng-cong; Yuan, Shuai; Phongsavan, Philayrath; He, Qi-qiang

2016-01-01

Although there is substantial evidence that health risk behaviors increase risks of premature morbidity and mortality, little is known about the multiple health risk behaviors in Chinese college students. Here, we investigated the prevalence of multiple health risk behaviors and its relation to mental health among Chinese college students. A cross-sectional study was conducted in Wuhan, China from May to June 2012. The students reported their health risk behaviors using self-administered questionnaires. Depression and anxiety were assessed using the self-rating depression scale and self-rating anxiety scale, respectively. A total of 2422 college students (1433 males) aged 19.7 ± 1.2 years were participated in the study. The prevalence of physical inactivity, sleep disturbance, poor dietary behavior, Internet addiction disorder (IAD), frequent alcohol use and current smoking was 62.0, 42.6, 29.8, 22.3, 11.6 and 9.3%, respectively. Significantly increased risks for depression and anxiety were found among students with frequent alcohol use, sleep disturbance, poor dietary behavior and IAD. Two-step cluster analysis identified two different clusters. Participants in the cluster with more unhealthy behaviors showed significantly increased risk for depression (odds ratio (OR): 2.21; 95% confidence interval (CI): 1.83, 2.67) and anxiety (OR: 2.32; 95% CI: 1.85, 2.92). This study indicates that a relatively high prevalence of multiple health risk behaviors was found among Chinese college students. Furthermore, the clustering of health risk behaviors was significantly associated with increased risks for depression and anxiety.
Canadian Children's Mental Health: Building Capacity in School-Based Intervention

ERIC Educational Resources Information Center

Climie, Emma A.

2015-01-01

Given the increasing identification of children with emotional/behavioral disorders (EBD), it is imperative that innovative ways of addressing these concerns are explored. Fewer than half of students identified with mental illness receive treatment, leaving a significant proportion of students to cope with mental illness without support. One…
Improving Mathematics Performance among Secondary Students with EBD: A Methodological Review

ERIC Educational Resources Information Center

Mulcahy, Candace A.; Krezmien, Michael P.; Travers, Jason

2016-01-01

In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that…
Factors Associated with Student Resilience: Perspectives of Graduates of Alternative Education Programs

ERIC Educational Resources Information Center

Zolkoski, Staci M.; Bullock, Lyndal M.; Gable, Robert A.

2016-01-01

Many students with emotional and behavioral disorders placed in alternative education settings lack resilience and are likely to experience failure in school and beyond without carefully designed intervention programs. Although researchers have examined both resilience in children and youth and their placement in alternative education settings,…
Recommendations for Teaching Physical Education to Students with EBDs

ERIC Educational Resources Information Center

Young, Shawna

2012-01-01

A college professor who trains preservice physical education teachers was asked to design, develop, and implement a pilot physical education program at a nonpublic school primarily serving students with emotional and behavioral disorders (EBDs). The teacher/researcher conducted an action research study to maximize the effectiveness of teaching and…
Positive Education Program's Day Treatment Centers

ERIC Educational Resources Information Center

Fecser, Frank A.

2003-01-01

The Positive Education Program in Cleveland, Ohio, is grounded in the Re-EDucation philosophy and serves more than 700 students with emotional and behavioral disorders in eight day treatment centers. The centers blend special education with mental health in a school environment in which students and families are both supported and challenged as…
For the Learning Disabled, a Team Approach to College

ERIC Educational Resources Information Center

Lipka, Sara

2006-01-01

This article describes a privately operated residential program called College Living Experience, a for-profit company, caters to a growing number of students with learning disabilities, Asperger's syndrome, and various emotional or behavioral disorders. The program has a team of full-time staff members helping students with their social and…
Zero Tolerance: Moving the Conversation Forward

ERIC Educational Resources Information Center

Evans, Katherine R.; Lester, Jessica Nina

2012-01-01

Special educators frequently teach students with a variety of diagnostic labels, including autism and oppositional defiant disorder. Some of these diagnoses point to the presence of challenging behaviors that might be viewed as threatening and disruptive. Teachers working with these students must make daily choices in how they approach such…
An Ethnographic Study of Elementary Teachers', Paraprofessionals', and Students' Language Exchanges during Reading

ERIC Educational Resources Information Center

Aaron-Stanton, Desiree

2014-01-01

This ethnographic study of language shows the importance of educators' appropriate use of linguistic, nonlinguistic, and paralinguistic communication techniques when working with elementary students within two classrooms who have behavioral and emotional disorders. This study focused on communication techniques used by teachers and…

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