What are some effective teaching methods that can be implemented for students with emotional disturbances?
This file includes information about teaching students with emotional disturbances.
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ERIC Citations
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ERIC Search Terms Used
emotional disturbances
AND
teaching methods OR classroom techniques OR educational strategies OR instructional effectiveness OR learning strategies
EJ581781 EC621113
Title: Maintaining Sanity in an Insane Classroom: How a Teacher of Students with
Emotional Disturbances Can Keep from Becoming an Emotionally Disturbed Teacher.
Author(s) Cavin, Clark
Source: Education and Treatment of Children, v21 n3 p370-84 Aug 1998
Publication Date: 1998
Notes: Special Issue: Severe Behavior Disorders of Children and Youth.
ISSN: 0748-8491
Language: English
Document Type: Guides–Non-classroom (055); Journal articles (080)
Journal Announcement: CIJOCT1999
This article is a collection of tips, hints, and practices which have been found
effective in teaching students with emotional and behavioral disorders and in
enabling teachers to work with these students more productively. Topics addressed
include preventing violence, teaching cooperation, teaching compensatory behaviors,
teaching social skills, and maintaining proximity.
Descriptors: Aggression; *Behavior Disorders; Educational Strategies; Elementary
Secondary Education; *Emotional Disturbances; Interpersonal Competence; *Special
Education Teachers; *Teacher Burnout; *Teacher Role; *Teaching Methods
ED424715 EC306821
Title: School Outcomes and Community Benefits for Minority Youth with Serious
Emotional Disturbances: A Synthesis of the Research Literature.
Project Period:
January 1, 1995 to June 30, 1997. Final Report.
Author(s) Coker, Charles C.; Menz, Fredrick E.; Johnson, Laura A.; McAlees, Daniel
C.
Author Affiliation: Wisconsin Univ.-Stout, Menomonie. Stout Vocational
Rehabilitation Inst.(BBB13583)
Pages: 230
Publication Date: 1997
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
(EDD00017)
Contract No: H023E40015
Available from: EDRS Price MF01/PC10 Plus Postage.
Availability: Publications Department, Research and Training Center, Stout
Vocational Rehabilitation Institute, School of Education and Human Services,
University of Wisconsin-Stout, Menomonie, WI 54751-0790; telephone: 715-232-1380
($18.50).
Language: English
Document Type: Information Analysis (070); Numerical/Quantitative Data (110);
Reports–Descriptive (141)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEAPR1999
This final report discusses the findings of a project that investigated research on
the use of educational strategies with students with serious emotional disturbances
(SED) for the purpose of communicating to teachers and parents which techniques were
effective in serving minority youth with SED. The project reviewed 250 documents to
synthesize research findings about the improvement of in-school success and post-
school benefits. The data confirmed that youth with SED have poorer outcomes after
exiting school; however, graduates of programs for youth with SED appeared to do
better than dropouts in the rate of employment. Also, it was found that ethnic group
membership did influence rates of representation within programs for youth with SED.
While the rate for African American youth in these programs was proportionately
greater than their rate in the general population, rates for Hispanic and Asian/
Pacific Islander ethnic youth in the programs was proportionately less than their
rates in the general population. Outcomes for ethnic youth were also found to be
different, with African Americans having lower grade-point levels, missing more
school, and having lower rates of employment. Recommendations for programs for
minority youth with SED are provided. An appendix includes a discussion of problem
areas identified by constituents.
Descriptors: Asian Americans; Black Youth; Community Benefits; Dropout Prevention;
*Educational Strategies; *Emotional Disturbances; Employment; Hispanic Americans;
*Incidence; *Minority Group Children; *Outcomes of Education; Pacific Islanders;
Program Design; Program Development; *Racial Differences; Secondary Education;
Student Placement; Tables (Data)
Identifiers: African Americans
EJ577369 EC620290
Title: Trends and Issues in Research Regarding Academic Instruction of Students
with Emotional and Behavioral Disorders.
Author(s) Gunter, Philip L.; Denny, R. Kenton
Source: Behavioral Disorders, v24 n1 p44-50 Nov 1998
Publication Date: 1998
Notes: Special Issue: Emerging Trends and Issues in Research for the Education and
Treatment of Children with Behavioral Disorders.
ISSN: 0198-7429
Language: English
Document Type: Information Analysis (070); Journal articles (080); Opinion papers
(120)
Journal Announcement: CIJAUG1999
Discusses the paucity of research investigating the academic instruction of
students with emotional and behavioral disorders. Issues of measurements related to
academic performance are reviewed, with the conclusion that the rate of academic
responses provides the most desirable measure for research as well as for clinical
application.
Descriptors: *Academic Education; *Behavior Disorders; Elementary Secondary
Education; *Emotional Disturbances; Evaluation Methods; Instructional
Effectiveness; *Outcomes of Education; Research Problems; Student Evaluation;
Trend Analysis
EJ561093 EC618479
Title: Academic Instruction of Children with Emotional and Behavioral Disorders
Using Scripted Lessons.
Author(s) Gunter, Philip L.; Reed, Thomas M.
Source: Preventing School Failure, v42 n1 p33-37 Fall 1997
Publication Date: 1997
ISSN: 1045-988X
Language: English
Document Type: Guides–Non-classroom (055); Journal articles (080)
Journal Announcement: CIJSEP1998
Target Audience: Practitioners
Discusses using scripted lessons to increase the academic information teachers give
to students with emotional or behavior disorders before they ask the students to
perform tasks that require the information. The results from a study that
successfully used written scripts to decrease undesirable student behaviors are
reviewed.
Descriptors: *Behavior Disorders; *Classroom Communication; *Classroom Techniques;
Elementary Secondary Education; *Emotional Disturbances; Instructional
Effectiveness; Instructional Improvement; Instructional Innovation; *Lesson Plans
EJ583769 EC621204
Title: Enhancing the Effectiveness of Social Skills Interventions with Adolescents.
Author(s) Hansen, David J.; Nangle, Douglas W.; Meyer, Kathryn A.
Source: Education and Treatment of Children, v21 n4 p489-513 Nov 1998
Publication Date: 1998
ISSN: 0748-8491
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJNOV1999
Discusses major advances and issues in social-skills research with adolescents,
including efforts to facilitate treatment adherence, social validity, and
generalization of interventions. Directions for further improvement of social-skills
intervention technology are also discussed.
Descriptors: Adolescents; *Behavior Disorders; Educational Technology; *Emotional
Disturbances; Generalization; *Instructional Effectiveness; *Interpersonal
Competence; Intervention; *Outcomes of Treatment; Secondary Education; *Social
Development; Validity
Identifiers: *Social Skills Training
EJ608570 PS530548
Title: Providing a Secure Environment for Students with Emotional Problems.
Author(s) McCadden, Jerry; Swendseid, Rachel
Source: Middle School Journal, v28 n4 p10-17 Mar 1997
Publication Date: 1997
ISSN: 0094-0771
Language: English
Document Type: Journal articles (080); Reports–Descriptive (141)
Journal Announcement: CIJDEC2000
Discusses features of a middle school program for students with emotional or
behavioral disorders, noting how these features promote a secure, inviting
environment that meets the students’ emotional and psychological needs. Topics
include the special education teacher’s involvement with regular classroom teachers;
focus on student behaviors; and classroom atmosphere and activities.
Descriptors: *Behavior Disorders; *Classroom Environment; *Classroom Techniques;
*Emotional Disturbances; Middle School Students; Middle School Teachers; Middle
Schools; Regular and Special Education Relationship; *Special Education; Special
Education Teachers; Teacher Role
ED438647 EC307669
Title: Efficacy of Some Behavior Management Strategies for Students with Serious
Emotional Disturbances.
Author(s) McDowell, Alison; Askvig, Brent A.
Author Affiliation: Minot State Univ., ND.(BBB27827)
Pages: 29
Publication Date: 1998
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
(EDD00017)
Contract No: H029A70144
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Information Analysis (070); Opinion papers (120)
Geographic Source: U.S.; North Dakota
Journal Announcement: RIEAUG2000
Target Audience: Practitioners; Teachers
This paper reviews the literature on several popular behavior change strategies
that have been implemented in classrooms or other educational settings with students
with severe emotional disturbances. Each strategy is first described and then data
on its effectiveness are reviewed. The strategies reviewed are: (1) timeout; (2)
self-evaluation; (3) choice making strategies; (4) cognitive behavioral strategies
(attribution retraining, conflict resolution training, problem solving training,
communication-based curriculum, reality therapy); (5) differential reinforcement
techniques (of low rate behaviors, other behaviors, appropriate behaviors, and
incompatible behaviors); and (6) parent training. Recommendations to teachers
concerning classroom use of the various strategies are offered.
Descriptors: *Behavior Change; Behavior Disorders; Behavior Modification;
*Classroom Techniques; *Cognitive Restructuring; Elementary Secondary Education;
*Emotional Disturbances; Intervention; Parent Education; Reinforcement; Self
Evaluation (Individuals); Timeout
Identifiers: *Differential Reinforcement
EJ546014 EC616558
Title: Using Prevention Strategies in General Education.
Author(s) Montague, Marjorie; And Others
Source: Focus on Exceptional Children, v29 n8 p1-12 Apr 1997
Publication Date: 1997
ISSN: 0015-511X
Language: English
Document Type: Guides–Non-classroom (055); Journal articles (080); Reports–
Research (143)
Journal Announcement: CIJNOV1997
Target Audience: Practitioners
Discusses a study of 103 young children at risk of developing serious behavioral
and emotional problems. Describes strategies for classroom management, academic
enhancement, and social development that can be implemented in general education
classrooms to prevent the development of serious emotional and behavioral problems in
children.
Descriptors: At Risk Persons; *Behavior Disorders; *Classroom Techniques;
*Educational Strategies; *Emotional Disturbances; *Prevention; *Social Development;
Young Children
ED445429 EC308033
Title: End of Project Report for the Achieving, Behaving, Caring Project:
Preventing the Development of Serious Emotional Disturbance among Children and
Youth with Emotional and Behavioral Problems.
Author(s) Ryan, Amy K.
Pages: 33
Publication Date: April 28, 2000
Notes: Report includes material that appeared in part in articles in Teaching
Exceptional Children, “Parent-Teacher Action Research: An Intervention for
Emotional and Speech Disorders” and in the Journal for Emotional and Behavioral
Disorders, “The Achieving, Behaving, Caring Project for Preventing ED: Two-Year
Outcomes.”
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington,
DC. (EDD00036)
Contract No: H237F50036-96
Available from: EDRS Price MF01/PC02 Plus Postage.
Availability: The Achieving Behaving Caring Project, 429 Waterman Building, Dept.
of Education, University of Vermont, Burlington, VT 05405-0160; Tel: 802-656-8551;
Fax: 802-656-1357.
Language: English
Document Type: Reports–Descriptive (141); Reports–Evaluative (142)
Geographic Source: U.S.; Vermont
Journal Announcement: RIEMAR2001
This final report discusses the activities and outcomes of the Achieving, Behaving,
Caring Project, a program designed to prevent the development of serious emotional
disturbance among children and youth with emotional and behavioral problems. The
project had three main elements: (1) social skills instruction from a social skills
curriculum chosen and taught by classroom teachers at least twice a week throughout
the year to all children in the first and second grades; (2) a parent liaison from
the local community who coordinated and facilitated regular communication between the
parents and teachers of individual children; and (3) the Parent-Teacher Action
Research (PTAR) model for developing consonance between home and school. The report
explains each of these three elements and provides vignettes written by the parent
liaison who coordinated with families around individual children. Results of the
project indicated that compared to 18 controls, the 18 children participating in PTAR
showed significantly greater reduction in internalizing behaviors, significant
decreases in delinquent behavior, and improvements in cooperation and self control.
PTAR parents rated themselves significantly higher than control parents for systems
advocacy, knowledge base, and feelings of competence.
Descriptors: *Behavior Disorders; Delinquency; Elementary Education; *Emotional
Disturbances; Instructional Effectiveness; Interpersonal Communication;
*Interpersonal Competence; Outcomes of Education; Parent Education; *Parent
Participation; *Parent Teacher Cooperation; *Prevention; Self Control
Identifiers: *Social Skills Training
EJ577370 EC620291
Title: Teaching Practices in Classrooms for Students with Emotional and Behavioral
Disorders: Discrepancies between Recommendations and Observations.
Author(s) Wehby, Joseph H.; Symons, Frank J.; Canale, Jennifer A.
Source: Behavioral Disorders, v24 n1 p51-56 Nov 1998
Publication Date: 1998
Notes: Special Issue: Emerging Trends and Issues in Research for the Education and
Treatment of Children with Behavioral Disorders.
ISSN: 0198-7429
Language: English
Document Type: Information Analysis (070); Journal articles (080)
Journal Announcement: CIJAUG1999
Highlights a number of recommended best-teaching practices, selectively reviews the
research literature on teacher interactions in classrooms for students with emotional
and behavioral disorders, provides a possible interpretative framework for the
apparent discrepancies between research and practice, and makes recommendations for
future research.
Descriptors: *Behavior Disorders; Classroom Communication; *Classroom Techniques;
Elementary Secondary Education; *Emotional Disturbances; Research Needs; *Teacher
Student Relationship; *Theory Practice Relationship
EJ545931 EC615948
Title: Promote Appropriate Assessment.
Author(s) Wehby, Joseph H.; And Others
Source: Journal of Emotional and Behavioral Disorders, v5 n1 p45-54 Spr 1997
Publication Date: 1997
Notes: Special Series: The National Agenda for Achieving Better Results for
Children and Youth with Serious Emotional Disturbance–Part I.
ISSN: 1063-4266
Language: English
Document Type: Guides–General (050); Information Analysis (070); Journal
articles (080)
Journal Announcement: CIJNOV1997
Target 5 of the National Agenda for Achieving Better Results for Children and Youth
with Serious Emotional Disturbance is examined. Three assessment areas are reviewed:
risk factors, problem behavior, and reintegration of students. Within each of these
areas, current research and recommendations for best practices are provided.
Descriptors: Adolescents; At Risk Persons; Behavior Problems; Children;
*Educational Diagnosis; Educational Objectives; *Emotional Disturbances;
Mainstreaming; *Needs Assessment; Outcomes of Education; *Severe Disabilities;
*Student Evaluation; Teaching Methods
ED410728 EC305787
Title: Social Competence for Young Children: An Outreach Project for Inservice
Training.
Author(s) Wood, Mary M.
Author Affiliation: Georgia Univ., Athens.(IEE29100)
Pages: 37
Publication Date: 1997
Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
(EDD00017)
Contract No: H024P30068-95
Available from: EDRS Price MF01/PC02 Plus Postage.
Language: English
Document Type: Reports–Descriptive (141)
Geographic Source: U.S.; Georgia
Journal Announcement: RIEJAN1998
This final report discusses the outcomes of an outreach project based on the
validated Developmental Therapy-Teaching model that emphasizes teaching skills which
foster a child’s social-emotional-behavioral competence. The project assisted early
childhood and local child care programs in replicating components of the model in
inclusive or pull-out settings for children (birth through 8) with social-emotional-behavioral disabilities and their families. Project evaluation data indicate that
731 participants at 13 program locations received inservice assistance in
implementing the model in inclusive early childhood settings. Of these, 7 sites with
281 participants requested in-depth assistance to become replication sites. Post-training focus groups revealed that these participants acquired an expanded
understanding of using a developmental framework for planning activities to meet
individual needs of children. Their responses also indicated increased awareness of
children’s unique social-emotional-behavioral needs. In post-training observations
of 65 participants working directly with children at 8 sites, 81 percent demonstrated
“effective” or better performance skills. Data also show that a sample of 28
children at 3 sites made statistically significant improvement in social-emotional-
behavioral development during a 6-month period while their teachers participated in
inservice training. Summaries of the follow-up questionnaire and of focus group
responses are attached.
Descriptors: *Behavior Disorders; Early Childhood Education; *Educational
Strategies; *Emotional Disturbances; Focus Groups; *Inclusive Schools; Inservice
Teacher Education; Interpersonal Communication; *Interpersonal Competence;
Mainstreaming; Models; Program Evaluation; Questionnaires; *Social Development;
Young Children
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