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Book part
Publication date: 12 January 2012

Paul Mooney, Joseph B. Ryan, Philip L. Gunter and R. Kenton Denny

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher…

Abstract

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research informed by ABA in developing prosocial instructional and management practices. Highlighted teaching practices include fostering correct academic responses from students, increasing active student response, and using contingent praise with regularity. The chapter also discusses functional behavioral assessment, positive behavioral interventions and supports, and controversial behavior change issues surrounding seclusion and restraints and medication, topics related to teaching students with or at risk for EBD in general education settings.

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Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD
Type: Book
ISBN: 978-1-78052-504-4

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Book part
Publication date: 4 January 2012

James M. Kauffman, Andrew Bruce and John Wills Lloyd

We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it…

Abstract

We review the concept of response to intervention (RtI) as it is being applied to emotional and behavioral disorders (EDB) in the early part of the 21st century, examining how it differs from and incorporates features of other approaches to addressing those problems, including pre-referral interventions, applied behavior analysis, functional behavioral assessment, curriculum-based measurement, positive behavioral interventions and supports, and special education. After discussing alternative concepts about how RtI might be applied to students with EBD, we note that our search of the literature revealed very few studies examining the application of RtI with students having EBD. We found both substantive and methodological problems in the studies we reviewed. For example, researchers did not describe adequately how students were selected for tiers, what dependent measures were chosen and why, what independent variables were manipulated, what criteria led to moving a child to a different tier, and how RtI addressed (or failed to address) the need for special education services. We conclude that, although some of the components of RtI have solid evidentiary bases, little evidence supports common claims of the benefits of RtI, especially as applied to students with EBD.

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Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

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Book part
Publication date: 26 January 2010

John J. Wheeler and Michael R. Mayton

The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) ushered in a new paradigm for addressing challenging behavior in students with disabilities with…

Abstract

The 1997 Reauthorization of the Individuals with Disabilities Education Act (IDEA) ushered in a new paradigm for addressing challenging behavior in students with disabilities with the advent of PBS. However, the groundwork for the PBS movement initiated with a paper published by Horner and colleagues (1990) that described the need for nonaversive behavioral interventions in working with persons with severe disabilities. Although some have seen PBS as an outgrowth of applied behavior analysis (ABA) (Anderson & Freeman, 2000), others within the field of behavior analysis have been critical of PBS as being spawned more out of an ideological bent rather than as a research-based model (Johnston, Foxx, Jacobson, Green, & Mulick, 2006).

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Current Issues and Trends in Special Education: Identification, Assessment and Instruction
Type: Book
ISBN: 978-1-84855-669-0

Book part
Publication date: 26 January 2010

Darlene H. Anderson, Michelle Marchant and Nancy Y. Somarriba

ABA has been described as a precise psychological approach to the study of behavior (Bailey & Burch, 2002), involving well-defined principles that can be used in the analysis and…

Abstract

ABA has been described as a precise psychological approach to the study of behavior (Bailey & Burch, 2002), involving well-defined principles that can be used in the analysis and modification of individual behavior (Miltenberger, 1997). Special education, on the contrary, has been characterized as “a customized instructional program designed to meet the unique needs of the individual learner” (Gargiulo, 2009, p. 9). Certainly the two disciplines have much in common; indeed, ABA specifically addresses issues at the focal point of IDEA. For instance, ABA's stance on the right to effective behavioral treatment (Van Houten et al., 1988) is similar to special education regulations regarding the right to an appropriate public education and the right to be educated in the least restrictive environment.

Details

Current Issues and Trends in Special Education: Identification, Assessment and Instruction
Type: Book
ISBN: 978-1-84855-669-0

Book part
Publication date: 10 July 2006

Maureen A. Conroy and Janine P. Stichter

With the national emphasis on the use of evidence-based practices in educational settings, intervention research within the field of special education is being scrutinized. No…

Abstract

With the national emphasis on the use of evidence-based practices in educational settings, intervention research within the field of special education is being scrutinized. No Child Left Behind (NCLB) has defined evidence-based practices primarily by research that is based on quantitative, experimental designs (i.e., RCT). Although the use of appropriate experimental designs has an important place in educational research, defining evidence-based practices based on research design alone is limiting. One critical aspect of research that has not received much attention is the importance of rigorous and precise measurement and systematic replication of research findings. The purpose of this chapter is to review issues surrounding measurement and its effect on validity in intervention research in the field of behavioral disorders. Specifically, we discuss how more rigorous measurement can positively influence the internal, external, construct, and social validity of research findings. A review of current trends in behavioral disorders intervention research is discussed as well as implications for future research.

Details

Applications of Research Methodology
Type: Book
ISBN: 978-0-76231-295-5

Book part
Publication date: 12 November 2015

Kevin P. Brady and Cynthia A. Dieterich

According to the Centers for Disease Control and Prevention (CDC), the number of children diagnosed with autism has increased dramatically, especially over the past decade. Most…

Abstract

According to the Centers for Disease Control and Prevention (CDC), the number of children diagnosed with autism has increased dramatically, especially over the past decade. Most recently, the CDC estimates that an average of one in 88 children have an autism spectrum disorder (ASD). In terms of numbers, this translates into approximately 730,000 people between the ages of 0 and 21 who have ASD. While the primary cause(s) of increases in the identification of autistic students continue to generate debate school officials across the nation need to be prepared for the changing legal landscape associated with children diagnosed with ASD. The primary purpose of this chapter is to provide a detailed legal/policy update of the leading legal considerations and concerns involving K-12 students with autism. The chapter will discuss four specific legal topics involving the identification and eligibility of K-12 students with autism. These four legal topics include: Changes in the New DSM-5 Diagnostic Manuel and its Impact on Legal Definitions of Autism; Insurance Reform and Autism Coverage: A Comparison of the States; Developing Legally Compliant Individualized Education Plans (IEPs) for High-Functioning Students with Autism, and; Recent Legal Developments in Case Law Involving K-12 students who are autistic. The chapter will conclude with a detailed discussion of how today’s school officials can become more legally literate and better serve the legal needs of students with autism in their schools.

Details

Legal Frontiers in Education: Complex Law Issues for Leaders, Policymakers and Policy Implementers
Type: Book
ISBN: 978-1-78560-577-2

Book part
Publication date: 4 January 2012

Diane M. Myers, Brandi Simonsen and George Sugai

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students…

Abstract

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and discuss how teacher preparation programs best prepare these teachers for the challenges they will face in the classroom. The chapter includes an evaluation checklist for programs preparing educators to teach students with BD; this checklist lists critical competencies, content, and practices (e.g., implementation fidelity, collaboration, classroom management) that should be part of the training for all teachers of students with BD. In addition, we discuss future directions for the field and suggestions for increasing the effectiveness of teacher preparation programs that prepare teachers of students with BD.

Details

Behavioral Disorders: Practice Concerns and Students with EBD
Type: Book
ISBN: 978-1-78052-507-5

Keywords

Book part
Publication date: 22 May 2013

Kimberly J. Vannest and Heather S. Davis

This chapter covers the conceptual framework and presents practical guidelines for using single-case research (SCR) methods to determine evidence-based treatments. We posit that…

Abstract

This chapter covers the conceptual framework and presents practical guidelines for using single-case research (SCR) methods to determine evidence-based treatments. We posit that SCR designs contribute compelling evidence to the knowledge base that is distinct from group design research. When effect sizes are calculated SCR can serve as a reliable indicator of how much behavior change occurs with an intervention in applied settings. Strong SCR design can determine functional relationships and effect sizes with confidence intervals can represent the size and the certainty of the results in a standardized manner. Thus, SCR is unique in retaining data about the individual and individual effects, while also providing data that can be aggregated to identify evidence-based treatments and examine moderator variables.

Details

Evidence-Based Practices
Type: Book
ISBN: 978-1-78190-429-9

Book part
Publication date: 2 February 2023

Robert C. Pennington, Monique Pinczynski and Kathryn Davis

Students with extensive supports needs (ESN) often require pervasive and intensive supports to access the full benefits of educational programming. In this chapter, the authors…

Abstract

Students with extensive supports needs (ESN) often require pervasive and intensive supports to access the full benefits of educational programming. In this chapter, the authors describe the application of both established and innovative technologies for promoting equitable access and opportunity for these students. They provide guidance for the use of technology across the areas of academic instruction, social communication, behavior supports, daily living, and employment.

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Using Technology to Enhance Special Education
Type: Book
ISBN: 978-1-80262-651-3

Keywords

Book part
Publication date: 30 July 2014

Emily Boshkoff Johnson

This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed…

Abstract

This chapter is a comprehensive discussion of autism spectrum disorder (ASD) across the globe (e.g., United States, China, Brazil, Japan and Turkey). Topics that are discussed include the following: diagnostic criteria and approaches; international perspectives of ASD; western and eastern assessment practices; cultural considerations of assessment of ASD; educational and medical interventions; behavioral and emotional interventions; complementary and alternative medical interventions; variations in educational services among countries; early intervention practices; adult services; national and international resources; and current needs and future directions.

Details

Special Education International Perspectives: Biopsychosocial, Cultural, and Disability Aspects
Type: Book
ISBN: 978-1-78441-045-2

1 – 10 of 158