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Опубліковано: 8 листопада 2022

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Статті в журналах з теми "Emotional and Behaviour Difficulties (EBD)":

1

Watts, Gavin W., Diane Pedrotty Bryant, and Garrett J. Roberts. "Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties." Journal of Emotional and Behavioral Disorders 28, no. 4 (November 13, 2019): 244–56. http://dx.doi.org/10.1177/1063426619884271.

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Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.
2

Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (August 14, 2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.

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Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.
3

Pereira, Liane, and Jennifer Lavoie. "STUDENTS’ PERCEPTIONS OF SCHOOLING: THE PATH TO ALTERNATE EDUCATION." International Journal of Child, Youth and Family Studies 7, no. 3-4 (August 15, 2016): 381. http://dx.doi.org/10.18357/ijcyfs73-4201616091.

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<p style="margin: 0cm 0cm 24pt 36pt;"><span style="color: #131413; font-family: Times New Roman; font-size: medium;">Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six eighth-grade students participated in semi-structured interviews and created a visual map of their school trajectories. An interpretative phenomenological analysis (IPA) of the data suggested that their schooling was a tumultuous journey that contributed to their emotional, behavioural, and academic struggles, and to their placement in an alternate school program. Students described disrupted school services, lack of supports, a negative school climate, and disengaging instructional strategies as contributing to their difficulties. An understanding of the influence of school context and policy on student behaviour is necessary if we are to improve educational outcomes and properly support child and adolescent development.</span></p>
4

Mackie, Leila, and James Law. "Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability." International Journal of Language & Communication Disorders 45, no. 4 (July 2010): 397–410. http://dx.doi.org/10.3109/13682820903105137.

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5

Rosa and Villar Angulo. "Emotional and Behavioral Difficulties, Communication, Intelligence, and Reasoning in Children with Hearing Difficulties." Education Sciences 9, no. 3 (September 4, 2019): 234. http://dx.doi.org/10.3390/educsci9030234.

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This study aims to investigate whether emotional and behavioral difficulties (EBD) differ between children with cochlear implants (CIs) or hearing aids (HAs), according to multi-informant ratings. Methods: A battery of psychological measures (e.g., Strengths and Difficulties Questionnaire (SDQ), Illinois Test of Psycholinguistic Abilities (ITPA), Peabody Image Vocabulary Test (PPVT), and Raven Progressive Matrices Test (RPM), was administered to children with CIs or HAs. The study involved 187 children with CIs, 113 children with HAs, 176 fathers and mothers, and 300 schoolteachers. Results: Significant disagreements were found between children, parents, and schoolteachers with regard to SDQ ratings. Total SDQ difficulties score correlated poorly with other outcomes (e.g., total ITPA, final PPVT, and final RPM). Regression linear analyses showed six socio-demographic and linguistic covariates that significantly predicted children’s total SDQ difficulties score. Conclusion: Several independent variables were found to be associated with children’s total EBD scores. This article highlights the importance of providing professionals with sufficient training so that they are knowledgeable about the procedures they are to use to support children with EBD (e.g., developing and implementing instructional approaches for school students with EBD).
6

Bettini, Elizabeth, Michelle M. Cumming, Nelson C. Brunsting, John William McKenna, Caitlin Cooper Schneider, Rebecca Muller, and David Peyton. "Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD." Beyond Behavior 29, no. 1 (February 10, 2020): 52–61. http://dx.doi.org/10.1177/1074295620904024.

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Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.
7

Davis, Mariya T., and Ingrid K. Cumming. "Planning and Implementing Student-Led IEPs for Students With EBD." Beyond Behavior 28, no. 2 (June 5, 2019): 90–98. http://dx.doi.org/10.1177/1074295619850569.

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Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.
8

Jull, Stephen K. "Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion." Journal of Research in Special Educational Needs 8, no. 1 (March 2008): 13–18. http://dx.doi.org/10.1111/j.1471-3802.2008.00097.x.

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9

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.
10

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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Статті в журналах Дисертації Книги

Дисертації з теми "Emotional and Behaviour Difficulties (EBD)":

1

Shim, Mikyung. "Prevalence of EBD (Emotional and Behaviour Difficulties) in Korean children and associations with environmental factors : the "situation-specificity" of EBD." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021587/.

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In the socio-ecological perspective, human behaviour is regarded as determined by the characteristics of an individual, the characteristics of his/her environment and their reciprocal interactions. This perspective assumes that situational factors play a significant part in these interactions. The present study was based on this perspective and sought to investigate environmental factors associated with EBD (emotional and behavioural difficulties). It aimed to provide evidence of the need to take EBD seriously in Korea and to find out environmental factors in families and schools which are associated with EBD. The low agreement usually found between parents' and teachers' ratings of children's EBD has been explained in terms of the 'situation-specificity' of EBD. Another aim was, therefore, to explore the extent of the situation-specificity of EBD. Two studies were carried out. The first study was to investigate the prevalence rate of EBD through an epidemiological approach in Korean primary school children and to examine the relationships of EBD to structural factors in family and school. The second study examined relationships of EBD to family and classroom psychosocial functioning in conjunction with the exploration of the low agreement between parents' and teachers' ratings. There were 840 children aged from 7 to 12 in the first study and 448 12-year-old children in the second study. Children's behaviour was rated by their parents and teachers using Rutter's Child Behaviour Questionnaire (CBQ) in the first study, using a Korean version of CBQ in the second study. Family functioning was assessed by children and their mothers using a Korean version of Family Adaptability and Cohesion Evaluation Scale-III. Classroom functioning was assessed by children and their teachers using a Korean short version of Classroom Environment Scale. The Korean versions of CBQ, FACES-III and CES were developed in the pilot study for the second study. A significant number of Korean children were screened as having EBD: 29% with English cut-off points, 17% with Korean cut-off points. However, children with EBD pervasively in both settings were relatively few: 4.3% and 2.1% respectively. More boys showed EBD than girls. EBD was associated with children's academic achievements, existence of siblings, family style, fathers' education, parents' involvement in their child's education, and class size. EBD tended to be higher with lower levels of family cohesion, adaptability and classroom interpersonal relationships; and the relationships appeared to be stronger when EBD was severe or environmental functioning was extreme. However, no relationship was found between EBD and classroom control. Teachers' behaviour ratings were more consistently and highly related to family functioning as well as classroom functioning in comparison with mothers' ratings. This finding supports the concept of open systems, which assumes that what happens in one context may affect behaviour in other systems, and the view that there may be some continuity across situations as well as some specificity to a certain situation in children's behaviour. Furthermore, this finding calls into question a strong version of situationspecificity in regard to the low agreement between teachers' and parents' behaviour ratings. It might be due partly to the difference in the validity of ratings rather than due only to the 'situation-specificity' of EBD. The possibility of higher validity of teachers' ratings was also found in the first study: the percentage of children who were identified as having EBD on CBQ and as needing professional help was much higher by teachers than parents. Compared with adults, children's perceptions of environmental functioning were more consistently and highly associated with EBD. This finding may suggest that how children perceive their environment is as important for their emotional and social development as the actual functioning. Children with EBD would like their families to be more cohesive than non-EBD children. This study leads to further questions about the validity of FACES-III and CES as instruments to assess family and classroom functioning in Korea. The necessity of investigating whether there are other aspects of family and classroom psychosocial functioning which are more related to children's EBD than the affective and control aspects was also suggested. In addition, the results indicate the importance of examining the threshold of EBD when an instrument is used in different cultures. This study also underlines the need to examine environmental factors associated with EBD jointly in both family and school settings.
2

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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3

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.
4

Cole, Michaela Jane. "Promoting emotional well being and inclusion for children identified with Emotional and Behavioural Difficulties in mainstream primary schools : an evaluation of a psychotherapeutic approach (Thrive)." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9923.

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Area of focus/rationale for the study: This study is an evaluation of an intervention, named Thrive, which is designed to promote the emotional development of children with Emotional and Behavioural Difficulties (EBD). The focus is to investigate the extent to which Thrive is effective in improving certain emotional and behavioural outcomes for children as well as exploring the experiences of those who are involved with the programme. The study is set out in two papers. Paper one assesses changes in pupil emotional well being over time using two subscales designed to measure specific aspects of resiliency, namely, ‘emotional reactivity’ and ‘sense of relatedness’. It also uses an assessment to measure changes in emotional and social skills which are considered important in order for pupils to engage in learning in a mainstream classroom environment (readiness to learn). Paper one also looks at the possible association between the Thrive training and staff attitudes towards pupils with EBD. Paper two explores, in depth, the experiences of the Thrive approach from the perspective of a small sample of school staff, pupils and parents. This process of exploration serves to better understand the outcomes from paper one by identifying a number of factors which may contribute to the successful or unsuccessful implementation of Thrive in a particular educational context. Context, Background and Research Objectives: Broad labels of ‘Emotional and Behavioural Difficulties’ (EBD) and’ Behavioural Emotional and Social Difficulties’ (BESD) tend to encompass behaviour which interferes with a child’s own or other’s learning; signs of emotional turbulence; and difficulties in forming and maintaining relationships. SEBD is used interchangeably with BESD (Behavioural, Emotional and Social Difficulties) in policy documents and theoretical writing (Evans, 2010). Schools tend to use the term EBD and this will generally refer to children whose behaviour and emotions prevent them and others from learning to their potential (DCSF, 2008). For ease and consistency I will use the term EBD throughout this study. The Special Needs and Disability Act (2001) sets out the right for children with EBD to be educated in mainstream schools. Due to the disruptive impact on learning for self and others, this group of children have been cited as one of the most difficult groups to include (Evans & Lunt, 2002). Behaviour management continues to be high on the education policy and practice agenda in England and the rest of the UK. Schools are faced with the challenge of finding ways of ensuring children with EBD are included in the ordinary classroom with their peers and to ensure that the needs of this vulnerable group of children are adequately met. Alongside this, Government Policy (e.g. NICE Guidelines, 2007) now requires schools to promote the emotional well-being of children who exhibit signs of emotional and behavioural disturbance. There is a demand for evidence based approaches to support children with EBD in mainstream schools from which professionals, such as Educational Psychologists, can draw on in order to make positive changes (see literature review in Appendix B.9 for more details). Thrive is a trademarked programme developed by a multidisciplinary team named ‘Fronting the Challenge’ (ftc). The programme is described as a ‘dynamic developmental approach to working with vulnerable and challenging children whose behaviour interrupts their own and others learning’. The Thrive programme borrows from a range of research and theory around neuroscience, child development, attachment theory and the role of creativity and play (for example Sunderland, 2006; Hughs, 2004; Illsey- Clarke & Dawson, 1989; Stern, 2003). It can be described as a school based intervention which is informed by a psychotherapeutic model as it aims to support children by addressing core relational and developmental features (Evans et al., 2003). Similar to nurture groups, Thrive is based on the understanding that for a child to develop a healthy ability to adapt to his or her social environment they must have experienced a sensitive, responsive and caring relationship with a significant carer/parent (Stern, 2003; Sunderland, 2006). But additional to a nurture group approach, the intervention draws on a concept from Transactional Analysis (Berne, 1964; Levin, 1982; Illsley Clarke & Dawson, 1998) which assumes that a child moves through a number of clearly defined stages of emotional development. The Thrive approach uses a computer based assessment, which relies on pupil observations, to identify specific ‘interruptions’ in this development; and targeted relational experiences, i.e., experiences of being in relationship with another human being, are recommended to promote further development. This will be discussed in more detail within the introduction of this thesis. As part of a wave two pathfinder for the Targeted Mental Health in Schools (TaMHS) Project under DCSF, in 2009, Thrive training was delivered to staff working with children and young people in three learning communities within a local authority in the South West of England. This included staff from approximately forty schools (including primary schools, secondary schools, a PRU and a special school) as well as multi-disciplinary staff such as CAMHS, Educational Psychologists and Behaviour support staff. At the time of beginning this study, thirty eight primary schools within the local authority had already been trained in Thrive and were implementing the intervention with some of their pupils. There was much testimony from staff working with children and young people that the training was highly valued and influential on their professional practice. Furthermore, there were a number of claims suggesting that pupils involved in Thrive were experiencing a whole range of positive outcomes attributable to the programme. For example, that the most disruptive pupils were calmer and making fewer visits to the Head Teacher’s office; that emotionally vulnerable children had become more confident and more trusting; that attendance had improved; and that the number of fixed term exclusions had diminished. Although there were a small number of detailed case studies prepared by schools themselves, the claims were, in the main, based on anecdote. Where schools had made some attempt to measure the impact of Thrive the methodology lacked basic rigour and findings were susceptible to bias; pre and post measurements were very limited and control measures were absent in all cases. The project lead for TaMHS reported ‘emerging’ data in relation to reduced numbers of fixed term exclusions, reductions in referrals to other services and referrals for statutory assessment. However, the source of this data was also said to be unreliable. Despite all of this, a general positive ‘vibe’ about the intervention based on a melange of potentially unreliable evidence was persuasive enough for the local authority to consider further investment into the intervention. Further details of current evidence related to the impact of Thrive can be found in Appendix A.1. Objectives of this study: • To provide a more reliable understanding of the effectiveness of the Thrive programme in supporting children with EBD within mainstream primary schools. More specifically: - To find the extent to which Thrive reduces pupil ‘emotional reactivity’, improves pupil ‘sense of relatedness’ and improves ‘readiness to learn in a mainstream classroom’. - To find whether there is an association between the Thrive training and staff attitudes towards the inclusion of children with EBD in mainstream primary schools. • To explore how a small sample of pupils, parents and staff experience Thrive.
5

Ma, Agnes Lai-yin. "The construction of special educational needs (SEN) and inter-professional, parent-professional, young people's self-other relationships : with reference to emotional and behavioural difficulties (EBD) and physical disabilities (PD)." Thesis, University of Exeter, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403247.

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6

Luan, Xinchang. "Examiner les rôles des styles explicatifs des enseignants liés à leur expérience d'enseignement sur les élèves souffrants de difficultés émotionnelles et comportementales (EBD)." Thesis, Université de Lorraine, 2022. http://www.theses.fr/2022LORR0047.

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L'émotion et le comportement impulsif des élèves peuvent créer de nombreuses difficultés aux enseignants. Les attitudes des enseignants à l'égard de ces élèves couvrent un large spectre, allant du positif au désagréable. Les enseignants expriment leur épuisement à devoir faire face aux élèves présentant des problèmes émotionnels et comportementaux (ou EBD pour « Emotional-Behavioral Difficulty » en anglais). Parallèlement, les enseignants des écoles spécialisées manifestent leur grande confiance dans leur capacité à gérer les besoins particuliers de ces élèves. Pour expliquer les différences entre ces deux styles, notre recherche analyse de manière critique les rôles de médiation des styles explicatifs des enseignants. Notre travail repose sur deux études complémentaires. La première est une étude quantitative visant à traduire et à valider une nouvelle échelle adaptée aux élèves et enseignants chinois. Les résultats issus de cette première étude démontrent que la nouvelle échelle adaptée aux élèves et enseignants chinois semble fiable. La deuxième étude repose sur une approche méthodologique mixte pour vérifier les hypothèses de recherche afin de répondre aux trois questions de recherche présentées ci-dessous. Pour le volet de recherche qualitative de la deuxième étude, neuf enseignants de deux écoles classiques et d'une école spécialisée ont participé. Leurs opinions sur leurs expériences d'enseignement ont été explorées lors d’entretiens individuels. Sept d'entre eux ont également été observés in situ dans leur classe, durant leurs activités pédagogiques. Pour la partie quantitative de la recherche, un échantillon de 198 enseignants a été recruté dans des écoles primaires et secondaires classiques, ainsi que dans des écoles primaires et secondaires spécialisées de Hong Kong. Nos résultats montrent que les enseignants ont un faible niveau de détresse concernant leur travail et leur vie, y compris lorsqu'ils enseignent à des élèves ayant des problèmes émotionnels et comportementaux (EBD). Il n'y a pas de différence entre les différents types d'écoles. Le niveau d'anxiété des enseignants est faible et les enseignants des écoles spécialisées présentent des niveaux d'anxiété significativement plus faibles que ceux des écoles classiques lorsqu'ils enseignent à des élèves atteints de troubles du comportement. Les styles explicatifs des enseignants, qui sont des facteurs internes, ont été analysés et présentent de fortes corrélations positives avec leurs anxiétés. La dimension interne et externe des styles explicatifs est un bon intermédiaire entre les différentes anxiétés des enseignants
The explicit emotion and behaviour of students can create a lot of challenges and difficulties for teachers. Teachers’ attitudes toward these students cover a wide spectrum, from positive to struggling. Teachers have expressed their exhaustion of having to cope with the students with emotional and behavioural difficulties (EBD). Meanwhile, the teachers from special schools have indicated their high level of confidence in managing students’ special needs. To explain the differences between these two styles, this research critically examines the mediation roles of teachers’ explanatory styles. The project involved two studies. Study One was a quantitative study aimed at translating and validating a new Chinese scale. The new Chinese measurement was with good reliabilities. Study Two used a mixed methods approach to test the research hypotheses in order to address the three research questions. For the qualitative research aspect of Study Two, nine teachers from two ordinary schools and one special school took part. Their opinions about their teaching experiences were explored through individual interviews. Seven were also observed in their classroom. The findings reveal that behavioural and emotional problems of students were marked more in special schools than in ordinary schools. Teachers from all schools have optimistic explanatory styles about the difficulties and challenges they face. For the quantitative research part, a sample of 198 teachers was recruited from ordinary primary schools, ordinary secondary schools, special primary schools and special secondary schools in Hong Kong. It was found that teachers had low helplessness levels concerning their work and life, and low helplessness levels when teaching EBD students. There were no differences found amongst the different types of schools. Teachers’ anxiety levels were low. Teachers from special schools had significantly lower levels of anxiety than those from ordinary schools when teaching EBD students. Teachers’ explanatory styles, which were internal factors, were examined with strong positive correlations to their anxiety emotions. The Internality-Externality dimension of explanatory styles was a good mediator of teachers’ different anxieties
7

James, Hilary M. Treleaven. "The reintegration of pupils with emotional and behavioural difficulties into mainstream school." Thesis, University of Birmingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324109.

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8

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.
9

Thorne, Carol. "Language and behaviour : interactions with young children in a school for social, emotional and behavioural difficulties." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/496/.

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This is an ethnographic study exploring interactions between adults and children within the Early Years Department of a primary school for children described as having social emotional and behavioural difficulties. The study is based on an interpretation of the children’s needs which recognises that there may be mismatches between child and adult perceptions of the environment within which they operate. This interpretation arises from an awareness that each child’s unique constellation of difficulties relate to core skills, including language and communication. Video observation was used to record interactions between children and adults. Linguistic ethnographic analysis was used to interrogate the resultant data. These data showed evidence of collaborative problem solving techniques which built on Post-Vygotskian concepts of learning. The identified patterns of language and communication brought about the notion of behaviour supportive learning; that is symmetry in interaction which contributes to children’s ability to evolve situation appropriate behaviour. Similarities between behaviour supportive learning and dialogic teaching are observed.
10

Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.

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Introduction: Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. Method: Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. Results: In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. Discussion: Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.
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Книги з теми "Emotional and Behaviour Difficulties (EBD)":

1

McNamara, Sylvia. Changing behaviour: Teaching children with emotional and behavioural difficulties in primary and secondary classrooms. London: D. Fulton Publishers, 1995.

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2

McNamara, Sylvia. Changing behaviour: Teaching children with emotional and behavioural difficulties in primary and secondary classrooms. 2nd ed. London: David Fulton, 2001.

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3

Marchant, Stewart L. The 24 hour curriculum in residential schools offering placements to primary age children experiencing emotional and behaviour difficulties. Birmingham: University of Birmingham, 1997.

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4

Lewis, Daniel. Investigating social and moral rule-following behaviour within a small group of infant and lower junior aged children with emotional and behavioural difficulties. London: North East London Polytechnic, 1989.

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5

Nicolopoulou, Anastasia P. The role of play in the preparation of children with emotional and behaviour difficulties before the assessment procedure in a Greek Child Developmental Centre. Birmingham: University of Birmingham, 1998.

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6

McGinley, Eithne. An evaluation of the support given to primary schools by a behaviour support unit, in the management of children with emotional and behavioural difficulties. Birmingham: University of Birmingham, 1996.

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7

Henderson, Andrea. Exploration of the impact upon the attitudes and behaviour of young people with emotional and behavioural difficulties, of a police-LED activity-based intervention programme. Birmingham: University of Birmingham, 2000.

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8

Robert, Laslett, Laslett Robert, and Association of Workers for Children with Emotional and Behavioural Difficulties., eds. Changing perceptions: Emotional and behaviour difficulties since 1945. East Sutton: Association of Workers for Children with Emotional and Behavioural Difficulties, 1998.

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9

Astron, Amber. Educational provision and outcome for children with emotional and behaviour difficulties. 1994.

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10

McNamara, Sylvia, and Gill Moreton. Changing Behaviour: Teaching Children with Emotional Behavioural Difficulties in Primary and Secondary Classrooms. Taylor & Francis Group, 2016.

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Частини книг з теми "Emotional and Behaviour Difficulties (EBD)":

1

Zarkowska, Ewa, and John Clements. "Understanding and managing behavioural and emotional difficulties." In Problem Behaviour and People with Severe Learning Disabilities, 1–20. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-7150-0_1.

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2

Wearmouth, Janice, and Louise Cunningham. "Handling Difficulties in Social, Emotional and Behaviour Development." In Learning to Teach in the Primary School, 189–202. Fourth edition. | New York : Routledge, 2018. | Series: Learning to Teach in the Primary School Series: Routledge, 2018. http://dx.doi.org/10.4324/9781315453736-18.

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3

"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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4

"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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5

"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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6

"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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7

"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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8

"Teacher education: Dilemmas and tensions for school staff working with pupils with EBD." In The Routledge International Companion to Emotional and Behavioural Difficulties, 350–59. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-53.

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9

"Assessing and supporting children and young people with EBD: The role of educational psychologists." In The Routledge International Companion to Emotional and Behavioural Difficulties, 158–65. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-27.

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10

"Working with parents and families to lessen the EBD of children and young people." In The Routledge International Companion to Emotional and Behavioural Difficulties, 326–32. Routledge, 2012. http://dx.doi.org/10.4324/9780203117378-50.

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Тези доповідей конференцій з теми "Emotional and Behaviour Difficulties (EBD)":

1

Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations

Звіти організацій з теми "Emotional and Behaviour Difficulties (EBD)":

1

Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
2

Can literacy interventions benefit mental health in children with permanent hearing loss? ACAMH, May 2020. http://dx.doi.org/10.13056/acamh.11891.

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