Intensive Interventions for Students With Emotional and Behavioral Disorders

Maggin, Daniel M.; Wehby, Joseph H.; Farmer, Thomas W.; Brooks, Debbie S.

doi:10.1177/1063426616661498

Cited by 50 publications

(76 citation statements)

References 57 publications

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“…The work of Allen-Meares and her colleagues (Allen-Meares, Washington, & Welsh 2000) reported that professionals working in an ecosystemic perspective seek to achieve the expansion of parents, children and professionals' skills, capacities and knowledge, in order to create a supportive interpersonal web that could foster the implementation of innovative interventions. This conclusion is corroborated by the findings and reports of various clinical and research studies regarding the work with "problematic children and adolescents", their parents, and their teachers (Adelman & Taylor, 2013;Cohen, 2013;Doran, 2012;Kourkoutas & Giovazolias, 2015;Maggin et al, 2016;Music, 2009;Music & Hall, 2007;NFER, 2016;Roeser & Eccles, 2014;Winship & Mac-Donald, 2018).…”

Section: Targeted Psychotherapeutic and Psychosocial Interventionsmentioning

confidence: 72%

“…Four categories of interventions have been developed based on the treatment of children with antisocial tendencies and behavioral problems for which there are adequate research data: 1) behavioral parent training, 2) child-focused problemsolving skills training, 3) functional family therapy, 4) multisystemic therapy for antisocial and delinquent adolescents, and 5) holistic school based interventions which include innovative group or individual clinical or psycho-educational practices/techniques (such as art-based/art-therapy, etc.) along with family and teachers counseling or therapy with an eclectic character (Adelman & Taylor, 2013;Afuape, 2015;Bierman & Sasser, 2014;Burke, Loeber & Birmaher, 2002;Carr, 2006Carr, , 2009Carr, , 2014Cefai & Cavioni, 2015;Dishion, 2014;Kazdin, 2000;Kourkoutas, 2012;Maggin, Wehby, Farmer, & Brooks, 2016;Weisz, 2004;Winship & MacDonald, 2018).…”

Section: Targeted Psychotherapeutic and Psychosocial Interventionsmentioning

confidence: 99%

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The Dynamics of Aggressive Behavior in Childhood and Adolescence and the Role of School: Implication for Practice

Kourkoutas¹,

Stavrou²

2018

PSYCH

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Problematic/aggressive behavior in children and adolescents stems from complex interactions between developing self-patterns and contextual influences, but also holds a symbolic and subconscious meaning related to each child's and adolescent's inner reality and experiences. This review presents the theoretical background, the scientific rationale and the practical implications of an innovative multidimensional model for addressing problematic/ aggressive behavior of children and adolescents at school. This model, based on extensive clinical work with children and adolescents and research evidence from its implementation in Greek schools, incorporates the psychodynamic, interpersonal, social, cognitive and multi-systemic perspective, offering a holistic approach intervention. On a practical level, this model translates to the application of a variety of techniques by a multidisciplinary team and involves individual support, psychotherapy, counseling and guidance of children themselves, their families and their teachers. This model moves away from the traditional psychiatric view of children's problematic behaviour, promoting a comprehensive school-based mental health framework that appears to be promising in addressing children's and adolescents' behavior problems and emotional difficulties.

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Section: Targeted Psychotherapeutic and Psychosocial Interventionsmentioning

confidence: 72%

Section: Targeted Psychotherapeutic and Psychosocial Interventionsmentioning

confidence: 99%

The Dynamics of Aggressive Behavior in Childhood and Adolescence and the Role of School: Implication for Practice

Kourkoutas¹,

Stavrou²

2018

PSYCH

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“…Until an accumulation of evidence exists for students with and at‐risk for EBD, practitioners should rely on EBPs that have been identified more broadly (Foorman et al, ; Kamil et al, ). Second, teachers should use progress monitoring data to make timely instructional adjustments to improve contextual fit and target student needs (Fuchs, ; Fuchs, Fuchs, & Vaughn, ; Kauffman, ; Maggin et al, ). When students inadequately respond to intervention, practitioners should first consider the degree to which the practice or intervention was implemented as intended (e.g., fidelity of implementation; Lewis, ).…”

Section: Discussionmentioning

confidence: 99%

“…However, researchers have also theorized that the relationship (e.g., causal, moderating, or mediating) between problem behaviors and academic achievement is distinct across students (Gresham, ). As a result, intensive, scientifically based interventions are necessary to improve school and postschool outcomes (Burke, Boon, Hatton, & Bowman‐Perrott, ; Maggin, Wehby, Farmer, & Brooks, ).…”

Section: Introductionmentioning

confidence: 99%

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

McKenna

Shin

Solís

et al. 2019

Psychology in the Schools

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This study examined the effects of reading interventions from single-case design studies for students with and at-risk of emotional and behavioral disorders in grades K-12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students' reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau-U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student-teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed. K E Y W O R D S quality indicators, quantitative synthesis, reading interventions, single-case research, students with and at risk of emotional and behavioral disorders Psychol Schs. 2019;56:608-629. wileyonlinelibrary.com/journal/pits 608 |

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“…Students with EBD often experience difficulties with concentration, motivation, and adaptation in regular school settings (Stoutjesdijk, Scholte, & Swaab, 2016). Relative to other students, those with EBD are also more likely to drop out of school and thus less likely to complete high school and attain higher education (Maggin et al, 2016). Many of these students, therefore, receive relatively low academic grades, and they often experience more social exclusion than either nondisabled students or those with other types of SEN.…”

Section: Emotional and Behavioural Difficultymentioning

confidence: 99%

Teachers’ Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis

Gidlund

2018

IJLTER

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Abstract. Previous research reviews on teachers' attitudes towards inclusive education have shown that students' types of special educational needs influences teachers' attitudes; these reviews have also indicated that, in terms of the inclusion of various groups, teachers are most negative about including students with behavioural problems. This article is a review of the research on teachers' attitudes towards inclusion with regard to students who have special educational needs. It specifically identifies evidence regarding teachers' attitudes towards the inclusion of students with emotional and behavioural difficulty (EBD). For this review, 15 studies, measuring teachers' attitudes from 15 countries, met the inclusion criteria. The results of this synthesis confirmed that most teachers hold negative attitudes towards the inclusion of students with EBD; however, this was not true in all countries. The results also highlight specific explanations for why teachers hold negative attitudes towards including students with EBD in their classrooms. The implication of this synthesis is that teachers feel that their prerequisites for successfully including students with EBD are not being met; this impracticability is most impactful when the teachers nevertheless try to include these students.

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Intensive Interventions for Students With Emotional and Behavioral Disorders

Cited by 50 publications

References 57 publications

The Dynamics of Aggressive Behavior in Childhood and Adolescence and the Role of School: Implication for Practice

The Dynamics of Aggressive Behavior in Childhood and Adolescence and the Role of School: Implication for Practice

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

Teachers’ Attitudes towards Including Students with Emotional and Behavioural Difficulties in Mainstream School: A Systematic Research Synthesis

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