Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings

Rubow, Christopher C.; Noel, Christina R.; Wehby, Joseph H.

doi:10.1353/etc.2019.0010

Cited by 8 publications

(4 citation statements)

References 25 publications

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“…Students are spending too much time in classrooms with teachers who lack the necessary resources to understand them. One study found that disruptive students receive a higher amount of negative attention from teachers, who pay more attention to inappropriate behavior over appropriate behavior (Rubow et al, 2019). Another study found that a high percentage of students with EBD drop of out of school and within five years, 78% of them end up in prison while 48% of students with EBD who do not drop out of school still ending up in prison (Martin & Wienke, 1998).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Practice Note: Using Yoga for Emotional Regulation in Intermediate School Teenagers

Alam

2022

SSWJ

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Background: This paper examines techniques used in yoga, including breathing techniques, various forms of meditation and physical postures that can impact youth diagnosed with emotional and behavioral disorders (EBD) learning to regulate their emotions to enhance their academic performance. Methods: The intervention was administered to teens at an intermediate public school for six weeks. Seventeen participants were chosen by mental health counselors and worked together with a yoga facilitator to better serve teens struggling with emotional regulation. Results: Pre- and post-tests show that meditation was the overall preferred technique chosen by students as a method to aid with emotional regulation. The intervention proved to be a step in the right direction. Conclusion: Moving forward in assisting students labeled with emotional and behavioral disorders including ADHD and ODD, it is imperative for educators and caregivers to be educated in childhood experiences as the leading cause of EBD. Simple techniques can have a great impact in helping them heal and live more fulfilling lives.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Practice Note: Using Yoga for Emotional Regulation in Intermediate School Teenagers

Alam

2022

SSWJ

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“…Erickson et al (2015) indicated that scholastic success depends on skills such as planning, organizing and ultimately gaining profit ( 14 ). The results of this study are consistent with Ericson's study results.…”

Section: Discussionmentioning

confidence: 99%

“…Interventional studies have been conducted to reduce negative behaviors and increase students' social skills with or at risk for emotional-behavioral disorders. The interventions that have been applied so far are mindfulness and biofeedback ( 12 ), video modeling ( 13 ), and discontinuous attention ( 14 ). The findings of these studies suggest these interventions are effective in reducing externalization behaviors and increasing social skills.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Self-Determination Activities on Communication and Interaction Skills and Academic Success (Grade Point Average) of Students at Risk of Emotional-Behavioral Disorders: A Randomized Controlled Trial

Abed

Shafaroodi

Zareiyan

et al. 2022

Med. J. Islam. Republ. Iran

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Background: Students with emotional and behavioral disorders (EBD) have lower academic efficiency than students with other disabilities and exhibit high levels of problematic behaviors and low levels of social functioning. This research aims to investigate the impact of self-determination activities on communication skills and scholastic achievement of students at risk of emotional-behavioral disorders. Methods: The study was conducted through a randomized controlled trial during the academic year 2018-2019. The samples included 54 female students (14 to 16 years) at risk of emotional-behavioral disorders from secondary schools in Tehran, Iran. The sampling was conducted through a random cluster method. The applied tools encompass Youth Self-report and Assessment of Communication and Interaction Skills. Academic success was measured by students' grade point average (GPA) in two terms. The intervention was held in 8 sessions of 90 minutes, once a week, after the first term of academic of students for the intervention group and the control group did not receive any intervention during this period. The data were analyzed by SPSS-22, MANCOVA, T-test, and Chi-Square tests. Results: The results of the multivariate analysis of covariance analysis showed self-determination has an impact on communication skills (physicality, information exchange and relations) of students at risk of emotional-behavioral disorders ( p <0.05). Comparing the difference between the averages of the two students' means, it was found that there was a significant difference in the two groups after the intervention ( p <0.001). Also, after the intervention, there was no significant difference between the two groups but the GPA of students in the intervention group increased from 13.19 to 15.61. Conclusion: The findings suggested self-determination is effective for academic success and communication skills of students at risk of emotional-behavioral disorders and can be used in educational programs for these students.

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“…NCR involves providing access to reinforcement on a predetermined schedule and not contingent upon a specific response (Wallace et al, 2012). NCR has been shown to reduce behaviors maintained by negative reinforcement (e.g., Kodak et al, 2003) positive reinforcement (e.g., Rubow et al, 2019), and automatic reinforcement (Slocum et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

et al. 2021

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Early childhood special education teachers require training and support in implementing function-based intervention for challenging behavior. Yet, teacher professional development practices are not universally effective,and teachers may benefit from differentiated supports. The purpose of this study was to pilot and evaluate a multilevel approach to teacher professional development for function-based intervention. The multilevel approach included behavioral skills training, practice-based coaching, and teacher self-monitoring and was evaluated using a multiple baseline across participants single-case research design. Results demonstrated that while all teachers benefited from the professional development, teachers required different levels of support within the multilevel approach. These findings support a growing body of work suggesting that teachers may require varying levels of support to implement evidence-based practices.

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Effects of Noncontingent Attention on the Behavior of Students with Emotional/Behavioral Disorders and Staff in Alternative Settings

Cited by 8 publications

References 25 publications

Practice Note: Using Yoga for Emotional Regulation in Intermediate School Teenagers

Practice Note: Using Yoga for Emotional Regulation in Intermediate School Teenagers

The Effect of Self-Determination Activities on Communication and Interaction Skills and Academic Success (Grade Point Average) of Students at Risk of Emotional-Behavioral Disorders: A Randomized Controlled Trial

Effects of Multilevel Supports on Special Education Preschool Teacher Implementation of Function-Based Interventions

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