Towards systemic support of pupils with emotional and behavioural disorders

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be improved to enhance positive effects on the functioning of pupils with EBD in particular. Theoretically, three sets of educational conditions seem most relevant; the instructional and social–emotional environment, the system of detection and intervention, and the support given to teachers and schools. Case studies were conducted at twelve mainstream primary schools in five different regions in the Netherlands. The results show that the schools focus on providing an adequate social–emotional environment and a corresponding system to detect and manage EBD. However, they lack a coherent pedagogical–didactic structure to integrate diagnosis, special or mainstream curricular levels and materials, and reliable or valid evaluation of social learning results. In addition, they mostly lack a systematic approach to obtaining information from and collaborating with parents and other professionals or external agencies. Specific educational and instructional changes are suggested as concrete possibilities to improve early detection, intervention, and prevention with respect to EBD in mainstream primary schools.     

Emotional and behavioural difficulties: the effects of structures,ethos and understandings on provision in Irish post-primary schools

Emotional and behavioural difficulties (EBD) in mainstream schools in Ireland attract much attention and significant resources, yet little research has been conducted in the Irish context about how this concept is understood by practitioners, what influences that understanding nor how that influences provision in schools. This paper is based on the findings of a study which investigated these issues among principals, special education teachers and guidance counsellors in mainstream post-primary schools, employing questionnaires (n = 36) and semi-structured interviews (n = 10). Several themes are presented regarding how EBD is conceptualised and responded to. The findings of the study suggest definitions of EBD appear to focus mostly on intrapersonal characteristics of students and suggest a resignation in the attitude of practitioners. The effectiveness of behaviour policies is ambiguous due to an imperative to produce written policies in many areas, traditional views of the homogeneity of the school population and a tendency to rely on SEN policy to address EBD issues. Responses to EBD vary considerably. Responsibility for most aspects of the school experience of students presenting with EBD appears to rest predominantly with special education teachers, even where there is access to guidance counsellors. Gender impacts on several of these issues, particularly in the type of language used in schools when discussing EBD.     

Bullying and social support: variation by school-type and emotional or behavioural disturbances

The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with BD and co-morbid co-occurring emotional and behavioural disturbances (ED + BD) reported elevated levels of bullying, while students with ED and co-morbid ED + BD reported elevated levels of victimisation. Enhanced levels of overt victimisation were also found in adolescents from special schools. Students from special schools perceived less peer support but more teacher support. Furthermore, adolescents with co-morbid ED + BD were least likely to tell teachers about being victimised. It is concluded that bullying interventions for adolescents with EBD and students from special schools need to be implemented and evaluated.     

Do adolescents with emotional and behavioral disturbances attending schools for special education have lower expectations regarding the transition to adulthood?

Individuals with emotional and behavioral disturbances (EBD) and those attending special schools tend to have poorer adult outcomes than adolescents without EBD and peers from regular schools. Using a four-group comparison (students with or without EBD from special schools and students with or without EBD from regular schools), the present study examined whether German adolescents with EBD and adolescents attending special schools also have lower expectations regarding their transition to adulthood (moving out of parents’ home, finishing postsecondary education, being full-time employed, getting married, and becoming parents) than adolescents without EBD and adolescents attending regular schools. Only small between-group differences were found regarding the expected timing of transitions and the anticipation to not attain transitions at all. Adolescents with EBD reported later expected ages of marrying and adolescents with EBD attending regular schools expressed later ages of being full-time employed. Students from special schools more often anticipated remaining unmarried. The results are discussed with concern to how adolescents’ overoptimistic expectancies can be handled. Also, the instrumentality of confidence of success is considered.     

Disproportionality in special education: identifying children with emotional behavioural difficulties in Irish primary schools

Within categories of special educational needs, emotional and behavioural difficulties have received much attention in recent years, particularly in relation to their definition and identification by parents and teachers. This paper stems from previous research which highlights how children from disadvantaged backgrounds and those attending schools designated as socio-economically disadvantaged are significantly more likely than their peers to be identified as having a special educational need of a non-normative type such as emotional behavioural difficulty (EBD). Using data from the Growing Up in Ireland study, it examines whether the EBD identified by teachers or within certain schools is matched by the child’s own performance on an internationally validated emotional and mental health measure – the Piers–Harris. Findings show that overall self-reported social emotional well-being bears a strong relationship to the probability of being identified with an EBD. However, boys, children from economically inactive and one-parent households and children attending the most disadvantaged school contexts are more likely to be identified with having an EBD, even after taking into account their social background characteristics and their scoring on the Piers–Harris measure. These findings suggest that the subjective nature of EBD identification is resulting in a disproportionate number of these children being identified with EBD. The implications of this study are explored for existing disability/SEN classification systems, school-wide intervention models and the impact on individual students labelled as EBD. Overall, the findings pose searching questions about the validity of employing SEN classification systems in deciding eligibility and types of appropriate provision.     

Working conditions as risk or resiliency factors for teachers of students with emotional and behavioral disabilities

This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and related services providers indicated administrative support, availability of support personnel, access to curricula, adequate time for paperwork, years of teaching students with EBD, and behavior management approach used are significantly related to participants' intent to stay or leave. Physical injury by a student was among factors reported as not significant. This study is discussed in terms of its implications for addressing the current shortage of EBD teachers. © 2009 Wiley Periodicals, Inc.     

The prevention of emotional and behavioural difficulties in schools: Teachers’ suggestions

Teachers are highly concerned about students with Emotional and Behavioural Difficulties (EBD). Lately, much emphasis has been given to the field of prevention in schools, through the Competence‐Enhancement Perspective. Emotional Intelligence (EI) and Social and Emotional Learning (SEL) provide the necessary skills to be acquired by students. The current study explored Greek in‐service teachers’ perceptions of the most important cognitive, emotional and social skills students should possess, in order to prevent the occurrence of EBD. It was found that teachers emphasised the importance of emotional skills. The study acknowledges teachers’ significant role in children’s social and emotional learning and advocates their involvement in the design of skills programmes for EBD pupils.     

Why teachers find it difficult to include students with EBD in mainstream classes

In Sweden, teachers in mainstream schools show frustration and insecurity about how to organise education for inclusion and diversity. This article contributes to the understanding of how they articulate their view of the advantages and disadvantages of including students with EBD in mainstream classes. To study teachers’ understanding, an approach of discourse theory which takes inspiration from Laclau and Mouffe (1985. Hegemony and Socialist Strategy. London: Verso) was applied. The empirical material consisted of 6 focus group interviews and 37 individual interviews based on stimulus texts. According to the results, the prevailing discourses focused on the disadvantages of it. However, they were articulated differently and filled with meaning mainly by three recurring nodal points: (1) problems, (2) dilemmas and (3) impossibility. The advantages of including students with EBD in mainstream classes were only to be found in the antagonistic discourses. They were articulated in different ways but were overpowered by others and therefore failed to fix the meaning. The overall conclusion is that teachers base their understanding on both their experiences and on the policy of the Educational Act, but the pragmatic discourse of the disadvantages was hegemonic to the ideological antagonistic discourse of the advantages.     

The inclusion of students with BESD in mainstream schools: teachers' experiences of and recommendations for creating a successful inclusive environment

Since the election of the Labour government in 1997, England has seen policy changes leading to increased rights for students with special educational needs (SEN), including those with behavioural, emotional and social difficulties (BESD), to be educated in mainstream schools. The present paper reports on the findings of a small-scale study conducted with a sample of mainstream secondary school teachers across the UK. Semi-structured interviews were used to investigate their experiences and approaches to including students with BESD in mainstream education. Teachers spoke of the challenges to effective inclusion centring on lack of resources and level of expertise. Despite identifying a variety of strategies for working with students with BESD, the issues raised by teachers bear striking resemblance to those acknowledged in policy over 20 years ago suggesting that regardless of Labour's changes, longstanding obstacles to inclusion have yet to be addressed.     

Auto-Graph: considering the utility of student behaviour self-monitoring for inclusive schools

This paper reports the outcomes of a small-scale exploratory study that examined the utility of a novel computer-supported student behaviour self-monitoring procedure called Auto-Graph. The Auto-Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up-to-date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school-based early intervention. Furthermore, the Auto-Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness-of-fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto-Graph as a universal procedure in two 'inclusive' mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD).     

The Relation of Teachers’ Emotional Intelligence and Students’ Social Skills to Students’ Emotional and Behavioral Difficulties: A Study of Preschool Teachers’ Perceptions

The present study used hierarchical linear modeling to examine predictors of students’ emotional and behavioral difficulties in preschool classrooms. Specifically, the study examined (a) the link between teachers’ perceptions of their own emotional intelligence and students’ emotional and behavioral difficulties, (b) the link between teachers’ perceptions of students’ social skills and emotional and behavioral difficulties, and (c) how teachers’ perceptions of their own emotional intelligence were related differentially to their perceptions of students’ emotional and behavioral difficulties based on students’ social skills. Participants were 92 preschool teachers and 238 students from 52 state schools in central Greece. Research Findings: Results indicated that higher scores for teachers’ perceptions of emotional intelligence and students’ social skills were related to lower scores for teachers’ perceptions of students’ emotional and behavioral difficulties. Teachers’ perceptions of emotional intelligence were important in predicting students’ emotional and behavioral difficulties, especially in the case of students’ lack of social skills. Practice or Policy: This study provides empirical support for the predictors of students’ emotional and behavioral difficulties by taking into consideration both teachers’ perceptions of emotional intelligence and students’ social skills, thus suggesting new insights into the interpretation of emotional and behavioral difficulties in preschool.     

Stress, Burnout and Workload in Teachers of Children with Special Educational Needs

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.     

An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms

Abstract

Conjoint behavioral consultation (CBC) is an indirect form KEYW ORDS of service delivery in which parents and teachers collaborate to meet the academic, social, and behavioral needs of children. The purpose of this study was to evaluate CBC as a method of providing behavioral support for two students with emotional and behavioral difficulties (EBD) in mainstream classrooms. A nonconcurrent multiple baseline across participants' design and a follow-up phase were employed to assess an evidence-based intervention (self-management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioral control from baseline to treatment. Positive treatment effects were maintained at a 4 week follow-up. Norm referenced measures produced statistically significant and clinically meaningful changes in teachers' perceptions of disruptive behavior following treatment. Parents and teachers indicated satisfaction with consultation services and viewed CBC as acceptable and effective. The findings are discussed in relation to the limitations of the study, and to future research directions and implications for practice.     

Role models,approaches to studying,and self‐efficacy in forensic and mainstream high school students: a pilot study

This study investigated the relationships between role models, approaches to studying, and self‐efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi‐structured interviews. Approaches to studying and self‐efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self‐Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self‐efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self‐efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours.     

Aversiveness of teacher-chosen interventions and student problem characteristics: Is there a relationship?

There is limited empirical evidence regarding teachers' decisions about interventions to change the behavior of students with emotional and behavioral problems. This study examined whether teachers considered such salient student characteristics as age and type of problem behavior when selecting interventions that they perceived as likely to be effective in managing students' behavior. The results suggest that both regular and special education teachers take student characteristics into consideration when making such intervention choices.     

Preservice teachers’ self efficacy and knowledge of emotional and behavioural disorders

This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms.     

Perspectives on select field-based experiences for pre-service teachers of students with emotional and behavioural disorders

The proficiency with which teachers of students with emotional and behavioural disorders (EBD) plan for, provide instructional activities, and address the challenging behaviour of their students is influenced by the nature of their preservice teacher preparation. The purpose of this study was to examine educators’ perceptions of the importance of preservice field-based experiences. Results indicate that educators of students with EBD consider student teaching of both students with EBD and students without disabilities very important experience. Educators with more than 10 years experience also indicated that the observation of police, parole, and judicial services concerned with students with EBD was an important preservice experience. Limitations of the study and implications for preservice teacher preparation are discussed.     

Teachers’ perceptions of the concomitance of emotional behavioural difficulties and learning disabilities in children referred for learning disabilities in Oman

Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and Difficulties Questionnaire (SDQ), we examined teachers’ ratings of EBD and LD symptoms in 439 students referred for LD in elementary schools in Oman. A multivariate analysis of variance (MANOVA) showed that there were no gender differences in LD symptoms, whereas there were significant gender differences in teachers’ ratings of hyperactivity and conduct problems in referred children. There was an association between teachers’ ratings on the LDDI and SDQ dimensions, reflecting children’s concurrent display of LD and EBD symptoms. Implications are discussed within an Omani context in which there is a need to increase teachers’ awareness of the behavioural and emotional profile of children at risk for LD.     

Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes

Teachers' pedagogical knowledge is considered a prerequisite for effective teaching and is also expected to be relevant in highly diverse, inclusive classes. This study examines the social participation and academic achievement of children with and without special educational needs (SEN) due to emotional and behavioral (EBD) and learning (LD) difficulties and the importance of teachers' knowledge of these SEN. In 25 primary school classes with at least one child with SEN EBD (N₁ = 421) and 40 classes with at least one child with SEN LD (N₂ = 715), multilevel analyses revealed poorer performance of students with SEN. Students with SEN EBD also felt less integrated than their peers without SEN. Teachers' EBD knowledge was positively related to every student’s social participation and academic achievement, but teachers’ LD knowledge was unrelated. The results underscore the importance of teacher knowledge for student outcomes in classes with students with SEN.     

Looking back on school – the views of adult graduates of a residential special school for children with emotional and behavioural difficulties

The authors of this article, Garry Hornby and Chrystal Witte, conducted a follow-up study with adult graduates of a residential special school for children with emotional and behavioural difficulties in New Zealand. Twenty-one graduates were located and interviewed ten to 14 years after they had left the residential school. The interviews focused on various factors related to the graduates' quality of life (reported elsewhere) and on their views of their education, both at the residential school and at mainstream schools, which are reported in this paper. It was found that these adult graduates were overwhelmingly positive about the support they received while at the residential school. They talked, for example, about the help they received in addressing their learning and behavioural difficulties. However, they were consistently negative with regard to their experiences of mainstreaming. For example, respondents noted the lack of understanding that they experienced from mainstream teachers. In drawing out the implications of the findings from this study, Garry Hornby and Chrystal Witte suggest that one factor which could result in improving outcomes for these students is better special needs training for teachers in mainstream schools.