| Abstract: By definition, students with emotional disturbances [ED; Individuals with Disabilities Education Act (IDEA), 1997], are characterized by internalizing and externalizing behavior patterns (Achenbach, 1991) that impede academic, social, and behavioral progress. Behavioral and social deficits of these youngsters have been well-documented over the past 25 year as evidenced by numerous treatment outcome studies (e.g., Mathur, Kavale, Quinn, Forness, & Rutherford, 1998; Zaragoza, Vaughn, & MaIntosh, 1991) and ample assessment tools such as the Systematic Screening for Behavior Disorders (SSBD; Walker & Severson, 1992), Early Screening Project (ESP; Walker, Severson, & Feil, 1995), the Social Skills Rating System (Gresham & Elliott, 1990), the Walker-McConnell Scale of School Adjustment (Walker & McConnell, 1995), and the Child Behavior Checklist (CBCL; Achenbach, 1991). However, until relatively recently, little attention has been devoted to academic issues (Lane, Gresham, & O'Shaughnessy, 2002; Lane & Wehby, 2002). The lack of attention to academic issues may stem, in part, from (a) the tendency of teacher preparation program to focus predominantly on the social and behavioral characteristics and needs of this population (Lane, Gresham et al., 2002), (b) negative teacher-student interactions documented in self-contained classrooms serving students with emotional and behavioral disorders (EBD; Shores, Jack, Gunter, Ellis, DeBriere, & Wehby, 1993; Wehby, Symons, & Shores, 1995), and (c) the misconception held by many educators that students must behave properly before academic learning is possible (Lane, Gresham et al., 2002; O'Shaughnessy, Lane, Gresham, & Beebe-Frankenberger, 2003). Given the poor academic performance of students with EBD and the negative academic outcomes associated with poor performance, it is essential that the field of EBD identify evidenced-based instructional strategies and curricular programs to better serve this population (Lee et al., 1999). This presentation reviews the literature pertaining to academic interventions in the areas of reading, written expression, and mathematical skills as conducted with students with EBD. Content includes the results of a systematic literature review, a discussion of limitations in each content area, and recommendations for future academic interventions with students with and at-risk for EBD. |
| Abstract: This presentation will describe the results of a comprehensive literature review of academic interventions for students with emotional and behavioral disorders (EBD). Thirty-three studies published from 1982 were evaluated on several key factors. First, as research has indicated the importance of linking intervention to assessment information, frequency in which this has occurred in academic interventions for EBD populations will be discussed. Second, the frequency in which studies measure treatment acceptability and other facets of social validity will be described. In addition, an analysis of implementation feasibility of published interventions will be included. Third, the duration of time in which treatment effects were evaluated and the overall maintenance of treatment effects will be discussed. Fourth, the frequency in which generalization of treatment effects were demonstrated (when generalization was relevant) will be reported. Finally, the overall outcomes of the reported studies will be described. This information will be used as indicators of effectiveness to identify effective or promising academic interventions for students with EBD. Additionally, this information will be used to identify need areas for future research. |
| Abstract: A comprehensive literature review was conducted to assess the effectiveness of behavioral momentum and task interspersal interventions for students with emotional and behavioral disorders (EBD). The review identified three studies assessing the effects of behavioral momentum or task interspersal, with a total of 7 students across the three studies. The studies were evaluated for effectiveness across several areas including age/grade of participants, diagnoses (in addition to EBD), setting, and targeted behaviors. Length of intervention, procedural integrity, consumer satisfaction, and generalization of intervention effects were also examined. Intervention effectiveness was evaluated using effect sizes, percent change in level, and the percentage of non-overlapping data points. Inter-rater reliability was obtained for 33% of the studies included in this review. Reliability exceeded 90% across all areas. Results of this analysis indicate that behavioral momentum and task interspersal interventions appear to be effective interventions for students with EBD. Given the small number of studies examining the use of these procedures with this population, however, all conclusions should be viewed with caution. Implications for both future research as well as practice will also be discussed. |