View All Items

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.
Show less
Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

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.
Show less
Date Issued: 2014
Identifier: CFE0005348, ucf:50473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005348

Title: LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
Creator: Grant, David, Dieker, Lisa, University of Central Florida
Abstract / Description: The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
Show less
Date Issued: 2008
Identifier: CFE0002316, ucf:47828
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002316

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.
Show less
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.
Show less
Date Issued: 2018
Identifier: CFE0007266, ucf:52196
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007266

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.
Show less
Date Issued: 2008
Identifier: CFE0002065, ucf:47597
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002065

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.
Show less
Date Issued: 2012
Identifier: CFE0004403, ucf:49401
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004403

Title: Visual Scanpath Training for Facial Affect Recognition in a Psychiatric Sample.
Creator: Chan, Chi, Bedwell, Jeffrey, Cassisi, Jeffrey, Sims, Valerie, University of Central Florida
Abstract / Description: Social cognition is essential for functional outcome and quality of life in psychiatric patients. Facial affect recognition (FAR), a domain of social cognition, is impaired in many patients with schizophrenia and bipolar disorder. There is evidence that abnormal visual scanpath patterns may underlie FAR deficits, and metacognitive factors may impact task performance. The present study aimed to develop a brief, individually-administered, computerized training program to normalize scanpath...
Show moreSocial cognition is essential for functional outcome and quality of life in psychiatric patients. Facial affect recognition (FAR), a domain of social cognition, is impaired in many patients with schizophrenia and bipolar disorder. There is evidence that abnormal visual scanpath patterns may underlie FAR deficits, and metacognitive factors may impact task performance. The present study aimed to develop a brief, individually-administered, computerized training program to normalize scanpath patterns in order to improve FAR in patient with a psychosis history or bipolar I disorder. The program was developed using scanpath data from 19 nonpsychiatric controls (NC) while they completed a FAR tasks that involved identification of mild or extreme intensity happy, sad, angry, and fearful faces, and a neutral expression. Patients were randomized to a waitlist (WG; n = 16) or training group (TG; n = 18). Both patient groups completed a baseline FAR task (T0), the training (or a repeated FAR task as a control for WG; T1), and a post-training FAR task (T2). Patients evaluated their own performance and eyetracking data were recorded. Results indicated that the patient groups did not differ from NC on FAR performance, metacognitive accuracy, or scanpath patterns at T0. TG was compliant with the training program and showed changes in scanpath patterns during T1, but returned to baseline scanpath patterns at T2. WG and TG did not differ at T2 on FAR performance, metacognitive accuracy, or scanpath patterns. Across both patient groups, FAR performance for mild intensity emotions were more sensitive to the effect of time than for extreme intensity emotions. Exploratory analysis showed that at baseline, greater severity of negative symptoms was associated with poorer metacognitive accuracy (i.e., accuracy in their evaluation of their performance). Limitations to the study and future directions are discussed.
Show less
Date Issued: 2016
Identifier: CFE0006280, ucf:51613
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006280

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.
Show less
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.
Show less
Date Issued: 2013
Identifier: CFE0004847, ucf:49681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004847

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

After Action Review (1)	+ -
Avatars (1)	+ -
Behavior Disorders (1)	+ -
Black (1)	+ -
Bug-in-the-Ear Technology (1)	+ -
Emotional Behavior Disorders (1)	+ -
Emotional Disturbance (1)	+ -
Emotional and Behavioral Disorders (1)	+ -
Evidence-Based Practices (1)	+ -
Females (1)	+ -
Inclusion (1)	+ -
Learner Engagement (1)	+ -
Novice Educators (1)	+ -
School Engagement (1)	+ -
Science Education (1)	+ -
Students with Disabilities (1)	+ -
Three-Term Contingency Trials (1)	+ -
Virtual Classroom (1)	+ -
academic interventions (1)	+ -
and peer interactions (1)	+ -
autism spectrum disorder (1)	+ -
behavior support (1)	+ -
bipolar disorder (1)	+ -
blended learning (1)	+ -
case study (1)	+ -

University of Central Florida (10)	+ -
Dieker, Lisa (6)	+ -
Hines, Rebecca (3)	+ -
Vasquez, Eleazar (3)	+ -
Marino, Matthew (2)	+ -

Basham, James (1)	+ -
Bedwell, Jeffrey (1)	+ -
Boote, Dave (1)	+ -
Boote, David (1)	+ -
Cassisi, Jeffrey (1)	+ -
Chan, Chi (1)	+ -
Correa, Vivian (1)	+ -
Cross, Lee (1)	+ -
Garland, Dennis (1)	+ -
Gischel, Carolynne (1)	+ -
Grant, David (1)	+ -
Hardin, Stacey (1)	+ -
Kea, Cathy (1)	+ -
Lopez, Angel (1)	+ -
Lue, Martha (1)	+ -
Rosenberg, Michael (1)	+ -
Serianni, Barbara (1)	+ -
Shirk, Christine (1)	+ -
Sims, Valerie (1)	+ -
Wienke, Wilfred (1)	+ -
Wilkins, Ilene (1)	+ -
Wills-Jackson, Celestial (1)	+ -
Young, Cheryl (1)	+ -

Search In

Sort Results By:

Narrow results by:

Topical Subject

Collection

Type of Resource

Language

Creator

Format

Owner