Using Choice to Increase Time On-Task, Task-Completion, and Accuracy for Students with Emotional/Behavior Disorders in a Residential Facility

2009 ◽  
Vol 33 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Michelle L. Ramsey ◽  
Kristine Jolivette ◽  
DaShaunda Puckett Patterson ◽  
Christina Kennedy
Keyword(s):  
Behavior Disorders ◽  
Emotional Behavior ◽  
Residential Facility ◽  
Task Completion ◽  
Time On Task ◽  
Emotional Behavior Disorders

Using Assistive Technology to Generate Social Skills Use for Students With Emotional Behavior Disorders

2018 ◽  
Vol 37 (4) ◽  
pp. 235-244 ◽  
Author(s):  
Francie Murry
Keyword(s):  
Social Skills ◽  
General Education ◽  
Assistive Technology ◽  
Behavior Disorders ◽  
School Personnel ◽  
Emotional Behavior ◽  
Emotional Behavior Disorders ◽  
Education Environment ◽  
Skills Use ◽  
Video Model

Researchers have demonstrated the positive outcomes of using video self-modeling (VSM) with students with emotional behavior disorders (EBDs). VSM typically refers to teacher-created videos demonstrating desired skills or behaviors where the student is the video model performing the skill at a level higher than his or her typical display. The purpose of this article is to demonstrate the ease and effectiveness of a student-created VSM to generate social skills use in rural general education classrooms. Included are the steps three students with EBD used to produce VSM using an e-book application as an assistive technology to promote their performance of social skills in the general education environment. Suggestions are provided for school personnel who want to implement this assistive technology strategy in the general education setting.

scholarly journals First Evaluation of a Population-Based Screen to Detect Emotional-Behavior Disorders in Orphaned Children in Sub-Saharan Africa

2014 ◽  
Vol 18 (6) ◽  
pp. 1174-1185 ◽  
Author(s):  
Carla Sharp ◽  
Amanda Venta ◽  
Lochner Marais ◽  
Donald Skinner ◽  
Molefi Lenka ◽  
...  
Keyword(s):  
Behavior Disorders ◽  
Population Based ◽  
Emotional Behavior ◽  
Sub Saharan Africa ◽  
Orphaned Children ◽  
Emotional Behavior Disorders ◽  
Sub Saharan

scholarly journals Effects of Professional Development and Videoconferencing on the Increase of Opportunities to Respond and the On-Task Behavior of Students with Emotional Behavior Disorders

10.28945/4060 ◽  
2018 ◽  
Vol 17 ◽  
pp. 127-157
Author(s):  
Millicent L Carmouche ◽  
Jelisa L Thompson ◽  
LaTiegra S Carter
Keyword(s):  
Professional Development ◽  
Behavior Disorders ◽  
Functional Relationship ◽  
Emotional Behavior ◽  
Opportunities To Respond ◽  
Emotional Behavior Disorders ◽  
Task Behavior ◽  
Use Of Technology ◽  
On Task Behavior ◽  
Teacher Coaching

Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies. The use of technology to implement coaching widens the audience of coaches that one coach can reach. Methodology : A single-case multiple baseline design was used to investigate the effect the intervention had on the frequency with which teachers offer Opportunities to Respond (OTR) and on the on-task behavior of middle school students with emotional/ behavior disorders (E/BD). Contribution: This paper expands the body of knowledge on teacher coaching to include the use of technology. Findings: Results indicated there was a functional relationship between virtual teacher coaching with videoconferencing and teacher rates of OTR. However, no functional relationship was observed between teachers given OTR and student on-task behavior. Recommendations for Practitioners : The use of technology to implement coaching widens the audience of coaches that one coach can reach. Recommendation for Researchers: Future researchers should consider collecting data on academic information such as the number of correct responses in addition to on-task behavior. Impact on Society : Teacher practitioners will be able to benefit from increased access to coaches, improving effective implementation of evidence-based practices. Future Research: Among other things, researchers could consider studying students with disabilities other than emotional/behavioral disorders and even students without disabilities may give important information on how opportunities to respond works with other populations.

Effects of Computer-Based Cognitive Mapping on Reading Comprehension for Students with Emotional Behavior Disorders

2005 ◽  
Vol 20 (2) ◽  
pp. 15-23 ◽  
Author(s):  
Tracy L. Blankenship ◽  
Kevin M. Ayres ◽  
John Langone
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Behavior Disorders ◽  
Cognitive Mapping ◽  
Cognitive Maps ◽  
Emotional Behavior ◽  
Content Area ◽  
Probe Design ◽  
Emotional Behavior Disorders ◽  
Reading Material

Three students with behavior disorders who exhibited difficulty with reading in content area courses learned to use a computer program to create cognitive maps of the reading material required for class. Using a modified multiple-probe design across behaviors or stimulus sets, replicated across students, allowed for the evaluation of student performance on written and oral quizzes covering content area information. All students improved reading comprehension of content material with this intervention, and were able to read their textbooks independent of teacher assistance or tutelage. These findings are significant because students who previously struggled with learning class material from text-based presentation can successfully accomplish these tasks given cognitive mapping reading strategy and access to a computer to create the cognitive maps.

High Versus Low Implementation of Instructional Support Teams

1999 ◽  
Vol 20 (3) ◽  
pp. 170-183 ◽  
Author(s):  
Joseph F. Kovaleski ◽  
Edward E. Gickling ◽  
Henry Morrow ◽  
Paul R. Swank
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
At Risk Students ◽  
Instructional Support ◽  
Task Completion ◽  
Academic Learning ◽  
Time On Task ◽  
Support Teams ◽  
Instructional Support Team ◽  
High Degree

In 1990, the Commonwealth of Pennsylvania implemented a statewide instructional support team (IST) process to provide prereferral assessment and intervention for at-risk students in 500 school districts. The current study examined the academic performance of students affected by this process as contrasted with other at-risk students who did not have access to it. The dependent measures were academic learning time (time on task, task completion, and task comprehension). The results indicated that students supported by ISTs had greater levels of academic performance only when their schools implemented the IST process to a high degree. Low IST implementation produced no differences in academic performance in schools that had not implemented IST. The importance of implementing a promising program according to critical design features is discussed.

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