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.

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.

The Effects of a Student-Operated Business Curriculum on the On-Task Behavior of Students with Behavioral Disorders

1994 ◽  
Vol 19 (2) ◽  
pp. 136-141 ◽  
Author(s):  
Christine C. Mcwhirter ◽  
Lisa A. Bloom
Keyword(s):  
Middle School ◽  
Behavioral Disorders ◽  
Functional Relationship ◽  
Sampling Procedure ◽  
Time On Task ◽  
Time Sampling ◽  
Business Curriculum ◽  
School Class ◽  
Task Behavior ◽  
On Task Behavior

This study examined the effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. An ABAB design was employed to determine the effects of the intervention. Data were collected using a one-minute time-sampling procedure. Results indicated a functional relationship between the student-operated business curriculum and time on task in mathematics.

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

Effects of Task Difficulty on the Disruptive and On-Task Behavior of Students with Severe Behavior Disorders

1996 ◽  
Vol 21 (3) ◽  
pp. 216-225 ◽  
Author(s):  
Paris A. Depaepe ◽  
Richard E. Shores ◽  
Susan L. Jack ◽  
R. Kenton Denny
Keyword(s):  
Behavioral Disorders ◽  
Behavior Disorders ◽  
Task Difficulty ◽  
Difficulty Level ◽  
Single Subject ◽  
Time On Task ◽  
Academic Tasks ◽  
Task Behavior ◽  
On Task Behavior ◽  
Task Conditions

It has been proposed that academic materials presented to students with emotional and behavioral disorders may serve in some situations as aversive stimuli that increase escape and/or avoidance responses. The results from two single subject studies using ABAB designs that were conducted to examine the effects of the difficulty level of academic tasks (i.e., easy versus difficult) on both the disruptive and on-task behaviors of students with severe behavior disorders are presented. Results indicated that difficult tasks were generally associated with lower percentages of time on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. Implications for teachers of students with severe behavioral disorders are discussed.

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.

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