Relevant bibliographies by topics / Emotional Behavioural Disorders (EBD)

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Emotional Behavioural Disorders (EBD)'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Emotional Behavioural Disorders (EBD)"

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Kershaw, Patricia, and Edmund Sonuga-Barke. "Emotional and behavioural difficulties: is this a useful category? The implications of clustering and co-morbidity – the relevance of a taxonomic approach." Educational and Child Psychology 15, no. 4 (1998): 45–55. http://dx.doi.org/10.53841/bpsecp.1998.15.4.45.

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Previous research has demonstrated that there is significant co-morbidity in different disorders of behaviour and emotion. It is also a common perception that the category of Special Educational Needs (SEN) collectively called Emotional and Behavioural Difficulties (EBD) refers to those children who exhibit externalizing problems. The present study has explored these assumptions by analysing the range and type of behaviours found in the EBD population, proposing that the identification of different groups within the EBD category has a necessary impact on issues of assessment and intervention. The hypotheses propose that the category of EBD contains distinct sub-groups of children with similar characteristics; that although the category of EBD often suggests Conduct Disorder (CD), other factors are involved and finally, that many children with EBD have Attention Deficit Hyperactivity Disorder (ADHD) with co-morbid Conduct Disorder (CD).The Teacher Report Form (TRF) of the Child Behaviour Checklist (CBCL) (Achenbach, 1991) was completed by teachers of 254 boys attending schools for children with emotional and behavioural difficulties in one local education authority.Cluster analysis yielded five distinct groupings of children within the EBD population in this sample. These were conduct problems; emotional problems; attentional problems; co-morbid conduct, emotional and attentional difficulties and a group with no apparent problems. The usefulness of the EBD label is questioned as it is clear that this is not a homogeneous population. The implication is that greater identification of typology is required if appropriate intervention is to be recommended and applied in order to meet the diverse needs of this group of children. The stated hypotheses were all supported.
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Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

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Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.
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Tanaka, Yoshiyuki, and Takeshi Sakiyama. "Potential Usefulness of the Kampo MedicineYokukansan, ContainingUncariaHook, for Paediatric Emotional and Behavioural Disorders: A Case Series." Evidence-Based Complementary and Alternative Medicine 2013 (2013): 1–4. http://dx.doi.org/10.1155/2013/502726.

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Background. Paediatric emotional and behavioural disorders (EBD) are relatively common diseases. Although nonpharmacologic and pharmacologic treatments are utilized in these cases, it is sometimes difficult to manage the symptoms of EBD. Historically,Uncariahook has been used for treating nighttime crying and convulsions in children. Recent clinical studies have demonstrated that the Kampo medicineYokukansan(YKS), which containsUncariahook, is efficacious for behaviour disorders in Alzheimer’s disease patients. Herein, we investigated the clinical efficacy and safety of YKS in a series of cases with paediatric EBD.Patients and Methods. We retrospectively reviewed all paediatric patients who sought Japanese Kampo therapy at our outpatient clinics between April 1, 2012, and April 30, 2013; we selected patients who were diagnosed with paediatric EBD and were treated with YKS.Results. After screening all candidates, 3 patients were eligible for this analysis. Their average age was 11.6 years (range 10–13 years). All 3 patients responded very well to YKS within 1 month. No drug-related adverse events were observed during the course of YKS treatment.Conclusion.Yokukansanmay be efficacious for paediatric EBD. We believe these results warrant further evaluation of the clinical efficacy and safety ofYokukansanfor paediatric EBD in a carefully designed, double-blind, randomized clinical study.
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Šmitienė, Gražina, and Ilona Klaniene. "THE IMPROVEMENT AREAS OF SOCIAL PEDAGOGICAL ASSISTANCE PROVIDED TO PUPILS WITH EMOTIONAL AND BEHAVIOURAL DISORDERS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 284. http://dx.doi.org/10.17770/sie2017vol3.2440.

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The article reveals problems and weaknesses of social pedagogical assistance provided to pupils with emotional and behavioural disorders (EBD) and provides insights into the development of social and educational support at schools. The qualitative research (focus group and interviews), in which there participated social workers and teachers (two groups of informants), has been conducted. The content analysis of the research findings has revealed the major weaknesses of assistance provided to pupils with EBD and its improvement areas: lack of professionals providing necessary help at schools, lack of teachers' special professional competences (the ability to recognize EBD problems, knowledge and skills of providing assistance), lack of cooperation between child assistance specialists, teachers, and parents (feedback problems), and a lack of motivation.
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Somma, Monique, and Zopito Marini. "A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders." Exceptionality Education International 30, no. 1 (April 25, 2020): 25–41. http://dx.doi.org/10.5206/eei.v30i1.10913.

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Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.
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Place, Maurice, Jo Wilson, Elaine Martin, and Jessica Hulsmeier. "The Frequency of Emotional and Behavioural Disturbance in an EBD School." Child Psychology and Psychiatry Review 5, no. 2 (May 2000): 76–80. http://dx.doi.org/10.1017/s1360641700002173.

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The education of children with behavioural difficulties is under scrutiny from various quarters. The provision of specialised school environments is being questioned, at the same time as there is pressure to minimise the exclusion of disruptive pupils. This study looked at the rate of psychiatric disorder that was prevalent in a school for emotionally and behaviourally disordered (EBD) pupils, and found, using DSM III-R criteria, that 24% of the sample had depression, 11% had overanxiousness, and 70% had a diagnosis of Attention Deficit Disorder with Hyperactivity (ADHD). Educational attainment assessment showed that 75% had a reading age that was at least 2 years below their chronological age. These results suggest that such settings are dealing with a very disturbed group of youngsters.
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Mahabbati, Aini, and Wening Prabawati. "School connectedness, school climate and emotional and behaviour disorders in students: Examining relationships." Cypriot Journal of Educational Sciences 17, no. 5 (May 30, 2022): 1774–90. http://dx.doi.org/10.18844/cjes.v17i5.7304.

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Students with emotional and behaviour disorders (EBDs) have challenging school connectedness experiences related to their social, behaviour and academic problems. They need accommodative school climate. Therefore, it is necessary to know the relationship between variations in EBDs, school connectedness and school climate. This was a survey research on students with EBDs (N = 60) from 14 inclusive elementary schools. Questionnaires about EBD types, school connectedness and school climate were filled out by teachers as data. The data analysis technique used was descriptive statistics with product–moment correlation test. The results indicate that EBDs have a medium significant negative correlation with school connectedness (−0.591) and school climate (−0.521). School climate has a positive correlation with school connectedness (0.438). This study suggests positive school climate improvement to increase school connectedness of students with EBDs, because it can affect the reduction of problem behaviour. Keywords: Student, emotional disorder, behaviour disorders, school connectedness, school climate, inclusive schools;
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Sagar-Ouriaghli, Ilyas, Kate Lievesley, and Paramala J. Santosh. "Propranolol for treating emotional, behavioural, autonomic dysregulation in children and adolescents with autism spectrum disorders." Journal of Psychopharmacology 32, no. 6 (February 27, 2018): 641–53. http://dx.doi.org/10.1177/0269881118756245.

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Objectives: To date, there is no single medication prescribed to alleviate all the core symptoms of Autism Spectrum Disorder (ASD; National Institute of Health and Care Excellence, 2016). Both serotonin reuptake inhibitors and drugs for psychosis possess therapeutic drawbacks when managing anxiety and aggression in ASD. This review sought to appraise the use of propranolol as a pharmacological alternative when managing emotional, behavioural and autonomic dysregulation (EBAD) and other symptoms. Materials and methods: Sixteen reports examined the administration of propranolol in the context of ASD. Results: Sixteen reports broadly covered cognitive domains, neural correlates, and behavioural domains. From the eight single-dose clinical trials, propranolol led to significant improvements in cognitive performance – verbal problem solving, social skills, mouth fixation, and conversation reciprocity; and changes in neural correlates – improvement in semantic networks and functional connectivity. The remaining eight case series and single case reports showed improvements in EBAD, anxiety, aggressive, self-injurious and hypersexual behaviours. Additionally, propranolol significantly improved similar behavioural domains (aggression and self-injury) for those with acquired brain injury. Conclusion: This review indicates that propranolol holds promise for EBAD and cognitive performance in ASD. Given the lack of good quality clinical trials, randomised controlled trials are warranted to explore the efficacy of propranolol in managing EBAD in ASD.
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Barker, Conor, and Jenn de Lugt. "A review of evidence based practices to support students with oppositional defiant disorder in classroom settings." International Journal of Special Education (IJSE) 37, no. 1 (August 5, 2022): 85–98. http://dx.doi.org/10.52291/ijse.2022.37.29.

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The purpose of this systemic review of empirical research was to investigate available evidence-based interventions for use with students with oppositional defiant disorder (ODD) in general classroom settings. ODD is a specific disorder characterised by angry/irritable mood, argumentative/defiant behavior, and vindictiveness. Often ODD is hidden in the extant literature, as it is categorized under the umbrella term emotional and behavioral disorders (EBD) along with sometimes non-related disorders (attention-disorders, mood disorders, anxious disorders). This review of 26 articles focused on interventions for students whose behaviours were characteristic of ODD in classroom settings. While much of the research regarding the treatment of ODD consists of clinical strategies (e.g., family therapy, exercise programs, and community supports), it is essential that teachers have strategies to support students with ODD in inclusive general education classroom settings. Three main types of interventions emerged from this review: functional behaviour analysis, group contingency, and self-monitoring strategies. A number of other non-categorical strategies are also presented and discussed. Percentages of nonoverlapping data (PND) were calculated to explore the effect of these interventions in improving adaptive behavior, and in decreasing disruptive behavior. The resulting review provides recommendations and strategies for how teachers can support students with ODD in their classrooms.
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Stringer, Helen, and Sonia Lozano. "Under identification of speech and language impairment in children attending a special school for children with emotional and behavioural disorders." Educational and Child Psychology 24, no. 4 (2007): 9–19. http://dx.doi.org/10.53841/bpsecp.2007.24.4.9.

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The link between language impairment (LI) and behaviour difficulties in children and adolescents is well established. There are reported incidence rates for LI of up to 50 per cent in children attending psychiatric clinics, rising to 70 per cent for children with Attention Deficit Hyperactivity Disorder (ADHD). However, the depth and breadth of research knowledge is not reflected in clinical practice either in Health nor Education. As many as one third of children referred for psychiatric intervention will have unsuspected LI, with consequent under referral to speech and language therapy services. This will have an obvious and adverse effect on the child’s ability to access available services.The study reported here examined the level of staff awareness of LI in a special school for children with emotional and behaviour difficulties (EBD). Results showed that the prevalence of LI in the school was 74 per cent, while less than half of these children had been identified by teachers or health professionals.If this school is typical of others, levels of identification of LI in children with behaviour difficulties, including ADHD appear to remain low. Raising awareness of LI by education and training is suggested as the most appropriate way to address this issue as would benefit the whole population of the school, not just children with particular psychiatric diagnoses.
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Dissertations / Theses on the topic "Emotional Behavioural Disorders (EBD)"

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Metaxas, Melinda. "Teachers' emotional intelligence as a predisposition for discrimiation against students with severe emotional and behavioural disorders." Thesis, Federation University Australia, 2018. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165597.

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Students with Emotional Behavioural Disorders (EBD) are among the most challenging students to teach. Personality Trait Theory predicts teachers’ level of Emotional Intelligence (EI) would affect their cognitive-affective-behavioural reactions towards students with EBDs, and influence level of academic achievement and difficult behaviour of these students. This research explores which teachers are more predisposed to discriminate against EBD students, and identifies the most ‘effective’, supportive EI teacher traits. Underlying psychological processes, such as genetic EI make-up of teachers, may prove to be most valuable in determining whether more practical strategies for dealing with students’ behaviour/emotions are effectively applied and successful. An Attribution Model framework helped assess teacher reactions towards students. Two hundred and sixty one teachers from 51 Victorian schools participated in the study by completing self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes, with each school contact person randomly giving 50/50 surveys to their teachers (depicting a student with either mild or severe EBD symptoms). Pathway analysis revealed that teachers with higher EI reported less stigmatising and punitive intentions and likely greater helping behaviours. A new EI Process Model of Stigmatisation was proposed to measure teacher reactions through an affective-cognitive-behavioural sequence, rather than a cognitive-affective-behavioural sequence. Teachers’ EI levels also related to their own levels of psychological distress and/or compassion stress, which influenced likely helping or punitive outcomes. Despite behavioural severity of EBD students, teachers higher in EI still indicate more supportive helping behaviours. Specifically-identified ‘ideal’ teacher EI traits should lead to greater helping and be psychologically beneficial to both students and teachers. These results assisted development of an assessment tool (ASET – Assessment Screen for Emotionally Intelligent Teachers), which lays a sound foundation for schools and others to profile or recruit teachers with best ‘qualities’ to effectively teach students EBD students.
Doctor of Philosophy
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Wheeler, John J., Michael R. Mayton, Julie Downey, and Joshua E. Reese. "Evaluating Treatment Integrity Across Interventions Aimed at Social and Emotional Skill Development in Learners with Emotional and Behaviour Disorders." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/313.

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This study contributes to the existing literature on treatment integrity (TI) by presenting TI findings across interventions aimed at the development of social emotional skills in learners with emotional and behavioural disorders. Social and emotional skills were selected as the target for our investigation given the significance of these skills in relation to the academic and behavioural success of learners and the challenges most often faced in these skill areas by students with emotional and behaviour disorders (E/BD). The study analysed single-subject experimental studies from 2000 to 2009 in two leading journals in the field of emotional and behaviour disorders: Behavior Disorders and The Journal of Emotional Behavioral Disorders. The degree to which studies operationally defined independent variables and evaluated and reported measures of treatment integrity and associated risk factors is reported. Thirty-three studies met the inclusion criteria for the present study and TI was evaluated across six variables (1) year published, (2) dependent variable(s), (3) independent variables(s), (4) participant characteristics, (5) treatment agent and (6) assessment of TI. Results indicated that approximately 49% of the studies monitored and reported TI, meaning that they provided a description of the TI procedure and resultant data. Findings from the study point to the need for attention to TI both in the description of methods used and in the reporting of TI data.
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Chipulu, Maxwell. "Impacts of EBD and SEN : a multivariate and data envelopment analysis study." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271644.

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Dean, Latoya Lavan. "Service Provisions for Youth with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149580/.

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Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis looked at services provided to youth with EBD (n = 410). The purpose of the study was to show a relationship between utilization of multiple services and the attainment of paid employment, and/or attending post-secondary education. Results indicate relationships between receiving financial services, tutoring and educational services and vocational services with attending a post-secondary institution. Logistic regression indicated a relationship between time, age and amount or services with paid employment. These results indicate the need for continuous, systematic and linked services for youth with EBD well into their twenties.
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Elam, Christie McDuffee. "Equipping Teachers to Meet the Needs of Students with Emotional and Behavioral Disorders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2403.

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The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools that teachers deemed successful in the inclusion classroom. Data were collected using a case study exploring the design with purposeful sampling strategies for participant recruitment. Two focus groups with 14 regular Kindergarten through fifth grade classroom teachers were conducted along with personal interviews with 5 behavior specialists. Data were analyzed using open and axial coding with iterative re-categorization strategies. The findings highlighted effective teaching strategies that focused on improving the overall educational experience in the inclusive classroom by targeting improvement of academic performance, social skills, communication techniques, and behavior management strategies. This study focused on a positive social change by positioning teachers to create a successful educational environment for all students. The study's project provided a culminating professional development project that presented the various strategies discovered during the data collection and analysis process.
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Abdul, Latif Siti Norhedayah. "Emotional and Behavioural Difficulties (EBD) among adolescents in Brunei : can the SDQ and YSR be helpful in identifying prevalence rates?" Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31105.

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In most epidemiological studies, one in every five children and adolescents are said to display Emotional and Behavioural Difficulties (EDB), with greater risk of school and wider social exclusion (Brauner & Stephens 2006; Costello, Egger & Angold 2005). Although no formal statistics are currently available with regards EBD in Brunei, there was a formal report stating that quite a number of young people are now being referred to professionals for assistance and support for EBD. There is currently no assessment tool for EBD in Brunei and no ‘Brunei Malay’ translation for most of the Western design measures. Although some of these measures have Malay translations, it was formally back-to-back translated among professionals from Malaysia, who are known to speak slightly different standard Malay language than those Malays who reside in Brunei. Despite the differences in some technical language, Malays in Brunei and Malaysia share a very similar culture and geography. The aim of this study was twofold, to explore the responses of parents, teachers and adolescents in Brunei using the translation of the Western designed assessment tool for EBD as well as to determine how useful the original subscales of those measures are in reporting problems associated with EBD in Brunei Darussalam, a Malay speaking country based in the South East Asian region. A single phase cross sectional survey of 11-16 year-old adolescents attending mainstream public (i.e. government) schools in Brunei was carried out. Responses of parents and teachers were measured using the Strength and Difficulties Questionnaires (SDQ) and a subsample of the participants received a second copy of Child Behaviour Checklist (CBCL) and Teacher Report Form (TRF) of Achenbach measures. Responses from adolescents were measured using the Youth Self Report (YSR) of Achenbach measure. In total, responses were obtained from 396 parent version SDQ and 92 parent version of CBCL; 329 teacher version of SDQ and 71 teacher version of TRF; and 282 adolescent Youth Self Report (YSR) were obtained for analyses. Results indicated that there are some differences in the three different groups of respondents in Brunei in relation to the identification of EBD and that this differed somewhat from Western population studies. It is suggested that this may be due to differences in interpreting behavioural norms and that this might be linked to cultural differences. It was found that the YSR did not produce factor structure like that of the original study and this might indicate necessary refinement to ensure better fit as revealed by the psychometric analyses. Teachers’ responses to the SDQ items were more similar to those of teachers in other evaluation of the SDQ, whilst parents differed more in their responses when compared to those of Western respondents. Despite the clear differences in their responses when describing EBD using these Western measures, exploration of other statistical tests offered some possible reasons for continuing using the measures to report the prevalence of the problems. Previous studies have also highlighted some critical insights into the use of the measures in other cultures, which are discussed in the finding of this study. Some age and gender differences also appeared in responses, and there were a tendency for parents and adolescents in Brunei to report higher Total Difficulties Score (TDS) among girls than boys. The cut-off scores that were adjusted based on the criteria advocated by the founder of these measures indicated slight differences in the level of point describing the clinical range. This again served to highlight the possible cultural behavioural expectation that varies from one country to another. This exploratory study suggests that reporting a prevalence rate of a given culture using a measure that was designed elsewhere might pose risk of wrongly describing problems of a particular nature without investigating the way in which it has been understood by the respondent. The study stresses that it is important to understand cultural determinants of respondents when reporting EBD of adolescents and points out the necessity of planning and networking across social context to meet young people mental health needs.
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Alahmed, Ahmed Saad. "Assessing abused children in Saudi Arabia for behavioural and emotional disorders." Thesis, Ulster University, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.694225.

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Child abuse is a worldwide phenomenon, known to have a psychological and social impact on communities and individuals. This thesis reports a study conducted to assess abused children in Saudi Arabia for behavioural and emotional disorders, as there is a lack of psychological research into this problem in this context. A mixed method approach was used for the research. In the quantitative section of the study, children and their care givers were asked to complete the Spence Children's Anxiety Scale, Child Behavior Checklist and the Family Environment Scale. For the qualitative component, the abused children and their parents or guardians were interviewed to discover the problems they experienced associated with the abuse. A thematic analysis was then undertaken based on the notes taken during the interviews. The study sample participants were interviewed in Riyadh, and comprised two groups; 67 abused children and 19 caregivers (parents or guardians), and the second 57 non-abused children and 39 parents. The results from the quantitative data obtained from the abused children and their care givers were compared with the results of the quantitative data obtained from non-abused children and their caregivers. Both sets of data were compared with published norms for the tests. Examining the quantitative data, behavioural and emotional disorders were found to be common among the abused children. However, the differences between abused and non-abused children were not statistically significant on Spence Children's Anxiety Scale, except for younger girls. The differences in total scores for the Child Behavior Checklist between abused and non-abused children were statistically significant for all children, except younger boys. The majority of the families of the abused children were conflict-oriented families. Because the measures used were developed with Western populations, it possible that some of the effects found reflect cultural differences in child rearing practices and expectations of parents about child behaviour. However, there was also evidence of the devastating effects of child abuse and this was confirmed by the findings in the qualitative section of the study. In the interviews, the children showed emotional and behavioural problems including fear, tension, anxiety, and depression. In addition, they reported experiencing some behavioural and physical problems, such as shaking, rapid heartbeat and sweating. The most common themes that emerged in relation to the children were fear, thoughts of death, being forced to do things, lack of trust, low self-esteem, alcohol and drugs, and psychological problems. Further analyses, which categorised abused children according to whether they had suffered physical abuse or not, or according to whether they had suffered sexual abuse or not, failed to show any clear effect of type of abuse on ensuing psychological problems. Rather, this group of abused Saudi children seemed to have a common set of problems. The results of both quantitative and qualitative methods in this study clearly illustrated that abused children are subject to high levels of behavioural and emotional disorders. The results of the study justify further research on this population, and should be used to improve psychological services for abused children in Saudi Arabia.
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Smith, Leroy V. "Increasing the Career Longevity of Teachers of Students With Emotional and Behavioral Disorders." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4890.

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Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.
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Kennedy, Christina N. "The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/epse_diss/67.

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In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed disruptive behaviors. These students were selected based on the following criteria: (a) identified as using attention-seeking behaviors to disrupt classroom instruction, and (b) accrued an average of three or more office discipline referrals (ODRs) during classroom instruction since the beginning of the semester. Teacher praise notes are notes written by the teacher to a student regarding observed appropriate classroom behaviors while peer praise notes are written by the students to peers of their choice regarding observed appropriate behaviors. The type of praise notes were counterbalanced across each session. Duration recording was used to record the length of disruption per student during all sessions. Data were analyzed by visual analysis. The results suggest that TPNs and PPNs decreased disruptive behaviors of the students with E/BD in a residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and future for research directions are discussed.
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Geležinienė, Renata. "The Development of Evidence-Based Teacher’s Activity,Teaching Students with Emotional and Behavioural Disorders." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090909_104835-20868.

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The dissertation substantiates the efficacy of evidence-based teacher’s activity, teaching students with emotional and behavioural disorders in the general education school. The efficacy of evidence-based teacher’s activity is analysed according to two criteria: teacher’s learning-in-action and positive behaviour supports of the student with emotional and behavioural disorders. The qualitative study describes the teachers’ activities and experiences, defines the types of teachers’ activities and of developed interactions with the students with emotional and behavioural disorders. In order to go further into the developed interactions of the student with emotional and behavioural disorders, into the reality of the educational process and change it by encouraging evidence-based teachers’ activities and positive behaviour supports of the student with emotional and behavioural disorders, participatory action research was carried out. The reflection of the researcher’s role discloses the researcher’s versatile involvement and influence on the research process, permanently observing and actualising the researcher’s personal interaction with the participants, personal reactions, relating theoretical concepts, practical activities and reflections. The dissertation provides detailed definitions of the concepts of students with emotional and behavioural disorders, and of the structure and principles of evidence-based teacher’s activity; action took place in the reality of the... [to full text]
Disertacijoje pagrindžiamas įrodymais grįstos mokytojo veiklos veiksmingumas, ugdant emocijų ir elgesio sutrikimų turinčius mokinius bendrojo lavinimo mokykloje. Įrodymais grįstos mokytojo veiklos veiksmingumas analizuojamas dviem kriterijais: mokytojo mokymasis veikiant bei emocijų ir elgesio sutrikimų turinčio mokinio pozityvaus elgesio palaikymas. Atlikus kokybinį tyrimą, apibūdinamos mokytojų veiklos ir patirtys, apibrėžiami mokytojų vykdomų veiklų, konstruojamų sąveikų su emocijų ir elgesio sutrikimų turinčiu mokiniu tipai. Vykdyti veiklos tyrimai dalyvaujant, siekiant giliau pažinti emocijų ir elgesio sutrikimų turinčio mokinio ugdymo proceso realybę bei ją keisti, skatinant įrodymais grįstas mokytojų veiklas bei emocijų ir elgesio sutrikimų turinčio mokinio pozityvaus elgesio palaikymą. Atlikta tyrėjos vaidmens refleksija atskleidžia visapusišką tyrėjos įsitraukimą ir įtaką tyrimo procesui, nuolat stebint ir aktualizuojant asmeninę tyrėjos sąveiką su dalyviais, asmenines reakcijas, susiejant teorinius konceptus, praktines veiklas ir refleksijas. Disertacijoje detaliai apibrėžiami emocijų ir elgesio sutrikimų turinčių mokinių ugdymo konceptai, įrodymais grįstos mokytojo veiklos struktūra ir principai, pristatomos ugdymo proceso realybėje vykdytos veiklos. Remiantis atlikto disertacinio tyrimo rezultatais, pateikiamos empiriškai pagrįstos praktinės rekomendacijos mokiniams, tėvams, mokytojams ir specialistams bei mokslininkams.
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Books on the topic "Emotional Behavioural Disorders (EBD)"

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Janet, Tod, ed. Emotional and behavioural difficulties. London: D. Fulton, 1998.

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Great Britain. Department for Education and Skills, ed. Supporting school improvement: Emotional and behavioural development. London: Qualifications and Curriculum Authority, 2001.

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1946-, Visser John, Daniels Harry, and Cole Ted, eds. Emotional and behavioural difficulties in mainstream schools. Amsterdam: JAI, 2001.

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1955-, Cooper Paul, ed. Understanding and supporting children with emotional and behavioural difficulties. London: Jessica Kingsley Publishers, 1999.

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The Routledge international companion to emotional and behavioural difficulties. Milton Park, Abingdon, Oxon: Routledge, 2012.

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The teaching assistant's guide to emotional and behavioural difficulties. London: Continuum, 2008.

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Michael, Farrell. The effective teacher's guide to behavioural and emotional disorders: Disruptive behaviour disorders, anxiety disorders and depressive disorders and attention deficit hyperactivity disorder. 2nd ed. Milton Park, Abingdon, Oxon: Routledge, 2011.

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P, Varma Ved, ed. The Management of children with emotional and behavioural difficulties. London: Routledge, 1990.

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F, Laing Alice, and Davies Diane, eds. Emotional and behavioural difficulties in middle childhood: Identification, assessment, and intervention in school. London: Falmer Press, 1994.

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The Effective teachers' guide to behavioural, emotional and social difficulties: Practical strategies. London: Routledge, 2006.

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Book chapters on the topic "Emotional Behavioural Disorders (EBD)"

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Deb, Shoumitro Shoumi, and Meera Roy. "Behavioural and Emotional Disorders with Onset Usually Occurring in Childhood and Adolescence." In Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder, 513–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-95720-3_19.

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Phull, Jaspreet. "Behavioural and emotional disorders with onset usually occurring in childhood and adolescence (F90–F99)." In ICD-10 in Psychiatry, 127–39. London: CRC Press, 2021. http://dx.doi.org/10.4324/9781846198618-11.

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"Emotional and Behavioral Disorders (EBD)." In Encyclopedia of Child Behavior and Development, 567. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4295.

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"Identifying and addressing EBD in the early years." In The Routledge International Companion to Emotional and Behavioural Difficulties, 166–73. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-28.

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"Different Perspectives of Parents and Educatinal Psychologists when a Child is Referred for EBD Assessment." In Children With Emotional And Behavioural Difficulties, 25–40. Routledge, 2003. http://dx.doi.org/10.4324/9780203392874-7.

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"Multi-agency working with children with EBD and their families." In The Routledge International Companion to Emotional and Behavioural Difficulties, 333–41. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-51.

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Street, Catherine. "Rates of Emotional and Behavioural Disorders." In Providing Residential Services for Children and Young People, 107–20. Routledge, 2018. http://dx.doi.org/10.4324/9780429447037-10.

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"Behavioural Approach." In The Effective Teacher's Guide to Behavioural and Emotional Disorders, 49–60. Routledge, 2006. http://dx.doi.org/10.4324/9780203008027-11.

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"The Characteristics of Staff Working in Schools for Pupils with EBD." In Effective Schooling for Pupils with Emotional and Behavioural Difficulties, 43–67. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9781315068244-7.

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"The labelling and categorisation of children with EBD: A cautionary consideration." In The Routledge International Companion to Emotional and Behavioural Difficulties, 42–51. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-11.

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Conference papers on the topic "Emotional Behavioural Disorders (EBD)"

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Lopez-Fierro, Sariah. "Emotional Disorders: “If you pinch him, he will squeak”. A new perspective on how machines can pass the Turing Test." In 2020 7th International Conference on Behavioural and Social Computing (BESC). IEEE, 2020. http://dx.doi.org/10.1109/besc51023.2020.9348305.

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Marovič, Mateja. "(Un)Suitability of Educational Assistance to Children/Youth with Emotional and Behavioural Disorders in Educational Institutions in Slovenia." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.23.

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Tartarisco, Gennaro, Roberta Bruschetta, Flavia Marino, Tindara Capri, Roberta Minutoli, Paola Chila, Chiara Failla, et al. "Exploring behavioural and physiological interactions in a group-based emotional skill social robotic training for autism spectrum disorders." In 2022 International Conference on Electrical, Computer, Communications and Mechatronics Engineering (ICECCME). IEEE, 2022. http://dx.doi.org/10.1109/iceccme55909.2022.9988169.

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MAXIMCIUC, Victoria. "The problem of deviant behaviour in people with mental disabilities." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p156-160.

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This article is aimed at the study of deviant behaviour in children with intellectual disabilities. It is well known that mental disability has a negative impact on the functioning of the emotional-volitional sphere and as a result facilitates the development of behavioural disorders. The lack of self-regulation, the underdevelopment of thinking manifested by the lack of criticism leads to the impossibility of choosing a correct model of relationship with those around us. This research issue is better studied in the psychology of personality, development and education. A theoretical study is shown, the research problem is argued, general and specific objectives are formulated, research tools are described and preliminary results as well as the theoretical-practical significance of the paper.
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Reports on the topic "Emotional Behavioural Disorders (EBD)"

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The Bridge - November 2020. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16882.

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March 2021. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16854.

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The Bridge March 2021 contains research digests covering a wide range of developmental, emotional, and behavioural conditions experienced by young people, including a focus on mood disorders in autism.
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November 2020 – The Bridge. ACAMH, November 2020. http://dx.doi.org/10.13056/acamh.13785.

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The research featured in this issue covers a wide range of topics relevant to our work with young people, including neurodevelopmental, emotional, and behavioural disorders, their comorbidity, and their links with functioning and quality of life.
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Priorities for Child and Adolescent Mental Health Research and Services in South Africa webinar. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0010.

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Children and adolescents under the age of 18 years comprise 34% of the population, and child and adolescent Mental, Neurological and Substance Use (MNS) disorders are common and an important cause of disability and distress. Providers at all levels should be competent to screen for and identify common childhood mental disorders, which usually present with developmental delay, emotional and/or behavioural symptoms and/or learning difficulties. Given the burden of disease, the fact that many mental disorders begin in childhood, and that early intervention is most effective in childhood and adolescence, it is essential that effective promotion, prevention, treatment, care and rehabilitation interventions should be provided for children and adolescents. In this webinar, hosted by the Academy of Science of South Africa, leading experts in child and adolescent mental health presented their priorities for child and adolescent mental health services and research in South Africa.
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Proceedings report of webinar on mental health and bullying. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0085.

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Bullying among adolescents has been identified as a significant public health concern. It is a life-changing experience that has drastically affected more than a third of adolescents in schools globally. There are important negative consequences to victims, perpetrators, schools, families and communities at large. Several studies have shown that victims of bullying are at increased odds of adverse outcomes including physical health problems, emotional and behavioural problems, and psychiatric disorders. At the mental health level, evidence has linked being a victim of bullying to higher rates of depression, insomnia, feelings of hopelessness, loneliness, low self-esteem, suicide ideation and suicide attempts8. Due to the potential mental health effects on everyone involved, it’s important to heed the warning signs of bullying and to highlight intervention and prevention strategies. This webinar sought to understand the impact of bullying on mental health, the mental health of those who experience and witness it and to identifying intervention and prevention strategies.
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