No abstract

No abstract

This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in participation in students who characteristically display low levels of class involvement. Participants included 5 high school students receiving academic instruction predominately in a self-contained setting for students with EBD. Subjects chosen for participation were identified as frequently being off task and distracted during class and as having generally low response and participation rates during class sessions. A single-subject, ABABC design was used to determine a functional relationship between the SRS and student response and engagement. Results indicate a strong association between SRS use and increased student response; however, a clear link to increased task engagement was not evident.

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 are interpreted to conclude that video prompting on an iPod Touch was effective in increasing independent performance of both students. The special education teacher was able to implement the procedure with a high degree of fidelity without disrupting the ongoing instructional activities of the classroom. Teacher ratings of the acceptability and perceived effectiveness of the procedures suggested that teacher viewed video prompting on an iPod Touch as a practical, effective, and efficient strategy for teaching food-preparation skills to students with ASD and intellectual disability.

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 complex mathematical processes. The convergence of these trends creates an enormous instructional challenge: an increasing number of children with EBD, with limited mathematics abilities, dealing with ever more complex subjects. This meta-analysis of mathematics interventions for students with EBD examines math performance outcomes as a function of study and sample characteristics, treatment effects of elements of math instruction, maintenance and generalization effects of these math interventions, and levels of mathematics investigated. Fifteen studies spanning nearly 20 years are included. Results emphasize the need for development of interventions for higher level mathematics and additional research to help guide instruction.