Academic Choice for Included Students with Emotional and Behavioral Disorders

Skerbetz, Mandi Davis; Kostewicz, Douglas E.

doi:10.1080/1045988x.2012.701252

Cited by 18 publications

(20 citation statements)

References 28 publications

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“…As one of the factors for delinquency is internal problems, the other factor are deleterious influences and living environments that make allowance for antisocial behaviour. Skerbetz and Kostewicz (2013) also stress that from an educational perspective, teachers in segregated settings provide fewer positive learning opportunities and less academic growth (Sutherland & Wehby, 2001) as compared with general education settings. Wagner et al (2006) point out that peer interaction effects occur when students with ED spend the majority of time with other students with ED.…”

Section: Discussionmentioning

confidence: 99%

“…Other researchers (Cullinan & Sabornie, 2004;Nelson, Benner, Lane, & Smith 2004;Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005 a) suppose that the interaction between characteristics and educational environment is still not clear. On the other hand, findings (Fekkes, Pijpers, Verloove-Vanhorick, 2006;Skerbetz & Kostewicz, 2013) show that frequent and active bullying of EDB children at school is associated with delinquent behaviour and carries with it the risk that children may develop an antisocial lifestyle as both personal and environmental factors thus seem to influence the development of EBD, therefore, environmental factors may be used to prevent or reduce characteristics of EBD. Kauffman et al (2002) suggest that teachers cannot deliver, monitor, and adapt instruction for students with ED with the level of structure and intensity required for general education settings.…”

Section: Discussionmentioning

confidence: 99%

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Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

Rėklaitienė¹,

Gaižauskienė²,

Ostasevičienė³

et al. 2018

BJSHS

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Background. Students with emotional and behavioural disorders (EBD) represent one of the most challenging groups not only to provide effective educational services, but often present complex challenges for schools, families, and society. There is a lack of information about concrete research-based interventions and practices which could be helpful for delinquent students with EBD to cope with problem behaviour more effectively. The aim of the study was to assess the emotional and behaviour disorders of girls living in socialization centres and to review intervention strategies for changing behaviour through physical activity. Methods. The study was conducted in two Children Socialization Centres where 50 girls aged 12 – 18 are housed following the decision of Child Welfare Commission. Behaviour Assessment System for Children (BASC-2), a Self-Report Personality Scale was used to find out emotional and behavioural disorders of girls. Results. Analysis of our study results reveals that the girls with delinquent behaviour living in CSC show the risk of having problems in school, high level of social stress, anxiety, sense of inadequacy, atypicality, attention problems, hyperactivity and lower levels of self-esteem, self-reliance, interpersonal relations. The results support the conclusions of other studies which found significant relations between EBD students and weak levels of social skills, self-esteem and self-efficacy, cooperation.Conclusion. Sport and physical activity settings are effective intervention setting for creation, practicing and maintenance of pro-social behaviour and emotion managing; furthermore those skills could be transferred to community settings in everyday life. The best education setting for EBD students could be provided in inclusive environment, where the positive behaviour skills could be copied and maintained.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

Rėklaitienė¹,

Gaižauskienė²,

Ostasevičienė³

et al. 2018

BJSHS

View full text Add to dashboard Cite

show abstract

“…Specific to vocabulary knowledge, one recent study with five 13-year-old students with or at risk for EBD allowed the students to choose from one of four instructional activities (Skerbetz & Kostewicz, 2013). In this study, Skerbetz and Kostewicz (2013) reported improved engagement, time to completion, and percentage of responses. Choice-making offers a simple yet effective approach to embedding a behavior management strategy into vocabulary instruction.…”

Section: Incorporating Behavioral Strategies Into Vocabulary Instructionmentioning

confidence: 99%

Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension

2020

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Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.

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“…Within-activity choices involve making decisions about how (e.g., alone or with a peer, completing evens or odds) to engage in an activity (Ennis, Lane, & Oakes, 2018a). Across-activity choices involve making decisions about what types of activities (e.g., choosing a learning center, choosing the order of tasks) in which to engage (Skerbetz & Kostewicz, 2013).…”

Section: Instructional Choicementioning

confidence: 99%

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction

Ennis

Lane

Oakes

et al. 2019

Journal of Positive Behavior Interventions

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Students with and at-risk for academic and behavioral challenges often have low levels of academic engagement. Providing instructional choice is one way to increase engagement in the classroom. In this study, we replicated and extended previous inquiry by investigating the effects of across-activity choices offered by third-grade teachers during reading instruction to participating students with behavioral (one with internalizing and two with internalizing and externalizing patterns) and academic needs. Using a standardized professional development module, teachers learned to implement instructional choice during reading instruction while collecting direct observation data on a student’s academic engagement. Teachers implemented practices with integrity and collected momentary time sampling data for one student in their classroom with high levels of reliability. Results of a withdrawal design indicated a functional relation between the introduction of instructional choice and increases in the academic engagement for the three students. Teachers and students rated the intervention goals, procedures, and outcomes as acceptable. Limitations and future directions are presented.

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Academic Choice for Included Students with Emotional and Behavioral Disorders

Cited by 18 publications

References 28 publications

Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

Assessment of Emotional and Behaviour Disorders of Girls Living in Restricted Environment and Intervention Strategies Through Physical Activity

Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension

Empowering Teachers With Low-Intensity Strategies to Support Instruction: Implementing Across-Activity Choices During Third-Grade Reading Instruction

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