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Title: ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
Creator: Gischel, Carolynne, Boote, David, University of Central Florida
Abstract / Description: Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
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Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

Title: THE PREPAREDNESS OF ELEMENTARY MUSIC TEACHERS TO INCLUDE STUDENTS WITH CHALLENGING BEHAVIOR IN THEIR CLASSROOMS.
Creator: Shirk, Christine, Cross, Lee, University of Central Florida
Abstract / Description: Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners....
Show moreStudents with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.
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Date Issued: 2008
Identifier: CFE0002065, ucf:47597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002065

Title: SHORT TERM EXAMINATION OF PHYSICAL ACTIVITY AND SLEEP QUALITY WITH CHILDREN WITH AUTISM SPECTRUM DISORDER.
Creator: Barnes, Demani Barak, Garcia, Jeanette M., Fukuda, David H., University of Central Florida
Abstract / Description: Children diagnosed with Autism Spectrum Disorder (ASD) may not be meeting the recommended amounts of physical activity (PA) or obtain a sufficient amount of sleep, however, few studies have objectively compared PA, sedentary behavior, and sleep quality between typically developing (TD) youth, and youth with ASD. Therefore, the purpose of this study was to compare levels of PA, sedentary behavior, and sleep quality between youth with ASD and TD youth. Twenty-three children with ASD and 12 TD...
Show moreChildren diagnosed with Autism Spectrum Disorder (ASD) may not be meeting the recommended amounts of physical activity (PA) or obtain a sufficient amount of sleep, however, few studies have objectively compared PA, sedentary behavior, and sleep quality between typically developing (TD) youth, and youth with ASD. Therefore, the purpose of this study was to compare levels of PA, sedentary behavior, and sleep quality between youth with ASD and TD youth. Twenty-three children with ASD and 12 TD children wore the Actigraph GT9X accelerometer over seven days and nights to assess activity and sleep. Youth with ASD had significantly greater levels of sedentary behavior (p=.02), and had less sleep efficiency compared to TD youth (p=.0001). Additionally, TD youth were more likely to achieve the recommended levels of PA compared to youth with ASD (p=.003). Results suggest that youth with ASD have poorer health habits compared to TD youth. Interventions should be developed to target health behaviors in youth with ASD.
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Date Issued: 2019
Identifier: CFH2000490, ucf:45830
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000490

Title: Predictors of School Engagement for Females with Emotional and Behavioral Disabilities.
Creator: Hardin, Stacey, Dieker, Lisa, Hines, Rebecca, Marino, Matthew, Kea, Cathy, University of Central Florida
Abstract / Description: Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-...
Show moreWomen in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, (&) Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks(-)the Culturally Responsive Theory Framework (Wlodkowski (&) Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.
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Date Issued: 2014
Identifier: CFE0005348, ucf:50473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005348

Title: FROM SECLUSION TO INCLUSION: A COMPARATIVE CASE STUDY OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS IN MIDDLE SCHOOLS.
Creator: Young, Cheryl, Boote, Dave, University of Central Florida
Abstract / Description: The transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district...
Show moreThe transition of students with emotional and behavioral disorders has often been difficult when the move is made from self-contained classes to a less restrictive environment in general education classes. This study analyzed the perceptions of students and teachers when six middle school students with emotional and behavioral disorders moved from self-contained classes to inclusive placements in general education classes in three schools that were part of a large metropolitan school district in the southeastern United States. Data were collected over a 2 month period using semi-structured student interviews and teacher surveys, as well as student records and other school reports and observations. Data were analyzed to develop a grounded theory that explained the differences between students who had successful experiences (no discipline referrals or failing grades) and students who experienced problems with inclusion. The students attributed their success to: (a) support from their teachers, (b) quiet, well-managed inclusive classrooms, and (c) planned systems for the inclusion process. The teachers attributed student success to: (a) general education teacher willing to take a student with EBD into their class, (b) academic and behavioral support systems, and (c) positive home-school relationships between the teacher and the child's family. The grounded theory developed in this study predicted that students have a greater chance of successful inclusion if they have (a) behavioral supports aimed at managing academic frustration, (b) a plan that encourages and rewards self-determination and (c) supportive teachers or family members. These findings also related important elements of research and provided insight on current practice for the inclusion of students with emotional and behavioral disorders.
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Date Issued: 2005
Identifier: CFE0000777, ucf:46587
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000777

Title: Implementing Gameplay Skills to Increase Eye Contact and Communication for Students with Emotional and Behavioral Disorder and Comorbid Disabilities.
Creator: Wills-Jackson, Celestial, Hines, Rebecca, Dieker, Lisa, Lue, Martha, Wilkins, Ilene, University of Central Florida
Abstract / Description: This study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used....
Show moreThis study was conducted to examine the effectiveness of gameplay activities using a structured social skills program to increase both eye contact responses and the number of verbal responses during peer relationships for students with comorbid disabilities in a clinical setting.This SEL intervention was modified for children with comorbid autism spectrum disorder (ASD) and emotional and behavioral disorder (EBD). A single-subject, multiple-baseline, across-participants design was used. Participants included adolescents (n = 6) with comorbid disabilities, predominantly ASD and EBD, their board-certified behavior analysts (BCBA), and six behavior technicians. The researcher established and maintained face-to-face reciprocal peer social engagements (communication) and direct eye gaze (contact) with participants in dyad groups. Each session included a 60-minute video of peer social interactions. Direct observations, differential reinforcement of other behaviors (DRO), and pre- and post-Social Skills Improvement System-Rating Scales (SSIS-RS) were examined. Evidence of SEL intervention effectiveness was measured by percentage of nonoverlapping data points (PND). Social validity was measured using the multiple-rater SSIS-RS and intervention fidelity checklists evaluating the Sanford Harmony intervention. Results from data and visual analysis revealed all participants significantly increased their direct eye contact, verbal reciprocity, and social engagements after implementing the Harmony program. In addition, a PND value of 100% was calculated for each dependent variable indicating the Harmony program was a highly effective intervention increasing eye contact, verbal reciprocity, and social engagements for students with EBD and comorbid disabilities.
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Date Issued: 2018
Identifier: CFE0007266, ucf:52196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007266

Title: PREDICTORS OF PARENTAL DISCIPLINE IN FAMILIES RAISING YOUTH WITH HEARING AND COMMUNICATION DISORDERS.
Creator: Klein, Jenny, Renk, Kimberly, University of Central Florida
Abstract / Description: Children with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that...
Show moreChildren with disabilities are at high risk for several forms of maltreatment, including abuse and neglect (Ammerman, Hersen, Van Hasselt, Lubetsky, & Sieck, 1994; Sullivan & Knutson, 1998b), and children with hearing and communication disorders comprise a substantial portion of children at risk (e.g., Sullivan & Knutson, 2000). For example, some literature investigating the parenting practices of parents raising children and adolescents with hearing and communication disorders suggests that these parents have a tendency to use physically harsh discipline practices (Knutson, Johnson, & Sullivan, 2004; Sullivan & Knutson, 1998b). Further, high prevalence rates of emotional and behavioral problems are documented in these youth (e.g., Greenberg & Kusché, 1989; Hindley, 1997; Prizant, Audet, Burke, & Hummel, 1990). Despite these findings, a limited amount of research focuses on understanding factors related to these undesired outcomes. Therefore, this study investigates the relationships among dimensions of parents' psychological functioning and parent-child interactive processes in a culturally diverse, national sample of families raising children and adolescents with hearing and communication disorders. Results suggest that parents' stress, depression, and anxiety as well as parent-child communication and involvement are important correlates of discipline practices and subsequent child behavior in families raising children and adolescents with hearing and communication disorders. Additionally, psychological aggression and parents' depression are highly predictive factors in the use of corporal punishment. Also, psychological aggression and parenting stress are highly predictive of reported youth behavior problems. The information gained from this investigation may provide direction for assessment and therapeutic intervention with parents of children and adolescents who have hearing and communication disorders.
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Date Issued: 2009
Identifier: CFE0002878, ucf:48024
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002878

Title: ADHD AND STOP-SIGNAL BEHAVIORAL INHIBITION: IS MEAN REACTION TIME CONTAMINATED BY EXPOSURE TO INTERMITTENT STOP-SIGNALS?.
Creator: Alderson, Robert, Rapport, Mark, University of Central Florida
Abstract / Description: The current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three...
Show moreThe current study investigates two recently identified threats to the construct validity of behavioral inhibition as a core deficit of attention-deficit/hyperactivity disorder (ADHD) based on the Stop-signal task: calculation of mean reaction time from go-trials presented adjacent to intermittent stop-trials, and non-reporting of the stop-signal delay metric. Children with ADHD (n=12) and typically developing children (TD) (n=11) were administered the standard stop-signal task and three variant stop-signal conditions. These included a No-Tone condition administered without the presentation of an auditory tone; an Ignore-Tone condition that presented a neutral (i.e., not associated with stopping) auditory tone; and a second Ignore-Tone condition that presented a neutral auditory tone after the tone had been previously paired with stopping. Children with ADHD exhibited significantly slower and more variable reaction times to go-stimuli, and slower stop-signal reaction times (SSRT) relative to TD controls. Stop-signal delay (SSD) was not significantly different between groups, and both groups' go-trial reaction times slowed following meaningful tones. Collectively, these findings corroborate recent meta-analyses and indicate that previous findings of stop-signal performance deficits in ADHD reflect slower and more variable responding to visually presented stimuli and concurrent processing of a second stimulus, rather than deficits of motor behavioral inhibition.
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Date Issued: 2008
Identifier: CFE0002218, ucf:47881
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002218

Title: Evaluating the utility of a virtual environment for childhood social anxiety disorder.
Creator: Wong, Nina, Beidel, Deborah, Rapport, Mark, Sims, Valerie, University of Central Florida
Abstract / Description: Objective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school...
Show moreObjective: Two significant challenges for the dissemination of social skills training programs are (a) the need to provide sufficient practice opportunities to assure skill consolidation and (b) the need to assure skill generalization (i.e., use of the skills outside the clinic setting). In the case of social anxiety disorder, virtual environments may provide one strategy to address these issues. This investigation describes the development of an interactive skills-oriented virtual school environment and evaluated its utility for the treatment of social anxiety disorder in preadolescent children (Study 1). This environment included both in-clinic and at-home solutions. In addition, a pilot replication/extension study further examined preliminary treatment efficacy between children who received a standard multi-component treatment and children who received the modified treatment with social skills practice in a virtual environment (Study 2). Method: Eleven children with a primary diagnosis of social anxiety disorder between 7 to 12 years old participated in the initial feasibility trial (Study 1). Five additional children participated in the replication/extension study (Study 2). To investigate preliminary treatment efficacy, clinical outcome measures for the Study 2 sample were compared to a comparison sample who received the standard treatment. Results: Overall, the virtual environment program was viewed as acceptable, feasible, and credible treatment components to children, parents, and clinicians alike but modifications would likely improve the current version. Additionally, although preliminary, children who received the modified treatment with virtual environment practice demonstrated significant improvement at post-treatment on clinician ratings but not parent or self-reported measures. Conclusion: Virtual environments are feasible, acceptable, and credible treatment components for clinical use. Future investigations will determine if the addition of this dose-controlled and intensive social skills practice results in treatment outcome equivalent to traditional cognitive-behavioral programs.
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Date Issued: 2013
Identifier: CFE0004962, ucf:49583
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004962

Title: Examining potential teacher bias of Hispanic males with emotional disturbances in virtual settings.
Creator: Lopez, Angel, Dieker, Lisa, Wienke, Wilfred, Vasquez, Eleazar, Correa, Vivian, University of Central Florida
Abstract / Description: The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment...
Show moreThe importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.
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Date Issued: 2012
Identifier: CFE0004403, ucf:49401
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004403

Title: Health Behaviors in Military Veterans with and without Posttraumatic Stress Disorder.
Creator: Kitsmiller, Emily, Neer, Sandra, Beidel, Deborah, Bowers, Clint, University of Central Florida
Abstract / Description: A link between posttraumatic stress disorder and health behaviors, such as exercise, alcohol, smoking, and caffeine has been suggested. However, it is unknown whether veterans with combat-related PTSD differ from combat veterans without PTSD and whether health behaviors change over the course of exposure therapy for PTSD or differ based on PTSD severity. This study examined the relationship between health behaviors and PTSD. More specifically, combat veterans with and without PTSD were...
Show moreA link between posttraumatic stress disorder and health behaviors, such as exercise, alcohol, smoking, and caffeine has been suggested. However, it is unknown whether veterans with combat-related PTSD differ from combat veterans without PTSD and whether health behaviors change over the course of exposure therapy for PTSD or differ based on PTSD severity. This study examined the relationship between health behaviors and PTSD. More specifically, combat veterans with and without PTSD were compared across self-reported levels of alcohol use, smoking, exercise, and caffeine. Health behaviors of combat veterans with PTSD were compared before and after a 17-week treatment for PTSD. Results showed a significant number of participants decreased alcohol use at post-treatment by an average of eight drinks over 30 days, regardless of their PTSD severity level or amount of improvement in PTSD symptoms. No significant differences were found for other health behaviors.
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Date Issued: 2017
Identifier: CFE0006891, ucf:51711
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006891

Title: Analysis of Commercial Online Training Videos for Teachers who Instruct Students with Characteristics of Autism Spectrum Disorder.
Creator: Schaffer, Kelly, Vasquez, Eleazar, Dieker, Lisa, Hines, Rebecca, Pearl, Cynthia, Blakely, Elbert, University of Central Florida
Abstract / Description: A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to...
Show moreA deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD.In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.
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Date Issued: 2014
Identifier: CFE0005411, ucf:50418
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005411

Title: Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives.
Creator: Serianni, Barbara, Dieker, Lisa, Marino, Matthew, Vasquez, Eleazar, Basham, James, University of Central Florida
Abstract / Description: Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often...
Show moreStudents with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby (&) Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, (&) Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
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Date Issued: 2014
Identifier: CFE0005415, ucf:50435
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005415

Title: Virtual Coaching of Novice Science Educators to Support Students with Emotional and Behavioral Disorders.
Creator: Garland, Dennis, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Rosenberg, Michael, University of Central Florida
Abstract / Description: Due to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and...
Show moreDue to a multitude of convergent circumstances, students labeled in the disability category of emotional and behavioral disorders (EBD) experience high rates of academic and behavioral failure. Such failure frequently leads to the students' dropping out of school, involvement in the judicial system, or a combination of those outcomes. Science is an academic content area that has the potential to enhance behavioral and academic success of students with EBD. Researchers, nonprofits, and business leaders have provided an impetus for nationwide reform in science education. Concurrently, a corpus of legislation has influenced the preparation of new teachers to use evidence-based teaching practices while addressing the needs of an increasingly diverse student population. Using technology is one way that teacher educators are providing in-vivo learning experiences to new teachers during their classroom instruction. A multiple-baseline across-participants research study was used to examine the effectiveness of providing immediate feedback (within three seconds) to novice general science educators to increase their use of an evidence-based teaching strategy, known as a three-term contingency (TTC) trial while they taught. Feedback was delivered via Bug-in-the-Ear (BIE) technology and during whole-class instruction in which students with EBD were included. The teacher participants wore a Bluetooth earpiece, which served as a vehicle for audio communication with the investigator. Teachers were observed via web camera over the Adobe(&)#174;ConnectTM online conferencing platform. During the intervention, teachers increased their percentage of completed TTC trials, opportunities to respond, and praise or error correction. Student responses also increased, and maladaptive behaviors decreased.
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Date Issued: 2013
Identifier: CFE0004847, ucf:49681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004847

Title: HEALTHY AGING AND SELF-OBJECTIFICATION: THE IMPACT OF EMPOWERMENT AND FEMINIST ATTITUDES ON BODY IMAGE, EATING BEHAVIOR, AND AGING SATISFACTION.
Creator: Grippo, Karen, Tantleff Dunn, Stacey, University of Central Florida
Abstract / Description: The purpose of this study was to contribute to women's healthy aging across the adult lifespan by empirically examining potential protective factors (e.g., empowerment and feminist attitudes) in maintaining positive body image, healthy eating behavior, and aging satisfaction. Objectification Theory (Fredrickson & Roberts, 1997) provided a theoretical framework for understanding the connections between sexual-objectification experiences, media influences, and self-objectification, and the...
Show moreThe purpose of this study was to contribute to women's healthy aging across the adult lifespan by empirically examining potential protective factors (e.g., empowerment and feminist attitudes) in maintaining positive body image, healthy eating behavior, and aging satisfaction. Objectification Theory (Fredrickson & Roberts, 1997) provided a theoretical framework for understanding the connections between sexual-objectification experiences, media influences, and self-objectification, and the resulting negative psychological consequences for women in Western society. This study was the first to examine empowerment in relation to Objectification Theory. Additionally, a developmental perspective was gained by using a diverse sample of young, middle-aged, and older women in the investigation of the impact of self-objectification on aging satisfaction. Results indicated that women of all ages were just as likely to report either body image satisfaction or body image dissatisfaction after accounting for BMI. However, younger women were more likely than older women to view their bodies as objects. Structural Equation Modeling (SEM) was performed utilizing Objectification Theory as a framework for predicting body image, eating behaviors, and aging satisfaction. Empowerment and feminist attitudes were not protective factors in promoting healthy eating behavior and positive thoughts related to body image and aging. The final structural model did, however, provide support for Objectification Theory and its proposed relationships between sexual-objectification experiences and the development of self-objectification and the negative consequences of self-objectification on a variety of health-related constructs. Long-term implications include incorporating this knowledge into empirically supported prevention and intervention programs aimed at reducing body image and eating disturbance and promoting healthy aging across the adult lifespan.
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Date Issued: 2011
Identifier: CFE0003966, ucf:48692
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003966

Teacher Preparation (3)	+ -
EBD (2)	+ -
behavioral disorders (2)	+ -
emotional disorders (2)	+ -
inclusion (2)	+ -

ADHD (1)	+ -
Adolescents (1)	+ -
After Action Review (1)	+ -
Aging (1)	+ -
Aging Satisfaction (1)	+ -
Attention-deficit/Hyperactivity Disorder (1)	+ -
Austism Spectrum Disorders (1)	+ -
Autism Spectrum Disorder (1)	+ -
Avatars (1)	+ -
Behavior Disorders (1)	+ -
Behavior Problems (1)	+ -
Behavioral Inhibition (1)	+ -
Body Dissatisfaction (1)	+ -
Body Image (1)	+ -
Body Image Prevention and Intervention Programs (1)	+ -
Bug-in-the-Ear Technology (1)	+ -
Children (1)	+ -
Communication Disorders (1)	+ -
Corporal Punishment (1)	+ -
Deaf (1)	+ -
Discipline (1)	+ -
Eating Behavior (1)	+ -
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University of Central Florida (15)	+ -
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