Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders: a review

Inquiry-Based Learning For All: A Systematic Review of the Effects of Inquiry-Based Learning on Knowledge, Skills, Attitudes and Behavior of Students with Social-Emotional and Behavioral Difficulties in Primary and Secondary Education

“…This makes the population of students with SEBD particularly Inquiry-Based Learning among Students with Social-Emotional and Behavioral Difficulties 7 challenging to teach and to support for teachers (Goei & Kleijnen, 2009;Hofstetter & Bijstra, 2014). The hands-on experiences and increased opportunities for decision-making during IBL instruction may fulfill the need of students with SEBD to be actively involved in learning (Scruggs & Mastropieri, 2007), resulting in higher engagement and more appropriate classroom behavior (Lane, 2004;Van der Worp-van der Kamp, Pijl, Bijstra, & Van den Bosch, 2014). Hence, it may also be argued that IBL provides opportunities to improve academic outcomes for students with SEBD.…”

“…Educators sometimes still interpret placement of students with disabilities in inclusive settings as an effort for integration and socialization only, without considering learning goals (e.g., Damianidou & Phtiaka, 2018). Over the past decade, however, this belief is changing and researchers as well as teachers have increasingly become aware of the importance of academic interventions and considering learning goals for students with SEBD (Lane, Wehby, & Barton-Arwood 2005;Van der Worp-van der Kamp et al, 2014;Wehby, Falk, Barton-Arwood, Lane, & Cooley, 2003). Recent research has shown that a focus on academic instruction for students with SEBD is often accompanied by non-academic behavioral Inquiry-Based Learning among Students with Social-Emotional and Behavioral Difficulties 8 improvements, such as increased engagement and motivation and more positive attitudes towards academic learning (Lane, 2004;Van der Worp-van der Kamp et al, 2014).…”

Systematic academic instruction for students with EBD: the construction and use of a tool for teachers

“…Confronted with too challenging tasks, students often develop problem behaviour that ‘helps’ them avoid academic settings (Gunter and Coutinho, ; Scott, Nelson and Liaupsin, ). Teachers who tend to shift their attention from academic instruction to handling problem behaviour often just reinforce that behaviour (Sutherland and Oswald, ), whereas increasing students' exposure to academic instruction could have demonstrably positive impact on classroom behaviour as well as the academic achievement of students with BESD (Brigham et al., ; Van der Worp‐van der Kamp et al., ). Surely, as stated by Kern, Hilt‐Panahon and Sokol (), academic instruction is closely linked to behavioural instruction.…”

“…Conversely, other teachers with a high level of systematic teaching focus on academic rather than behavioural instruction during instructional time. These teachers (in the upper right quadrant) reinforce their instruction techniques or adapt the task to the skills of the students in order to increase on‐task behaviour (Raggi and Chronis, ; Van der Worp‐van der Kamp et al., ). The teacher (P), in the coordinate system ‘systematic academic instruction’ (Figure ), tends to focus more on academic instruction than on redirecting behaviour, often in a more systematic manner and is thus represented in the upper right quadrant.…”

“…The empirical basis for this is still rather small, however. To date, scarce research has been done on the lasting effect of teaching academic learning through a systematic, cyclic, on‐going approach to the academic and behavioural outcomes of students with BESD (Van der Worp‐van der Kamp et al., ). Further research is necessary to ascertain if teachers in the upper right quadrant actually show better results (behaviourally as well as academically) than teachers in the other quadrants.…”