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Full-Text Articles in Education
Self-Regulated Strategy Development And Students With Emotional Or Behavioral Disorders, Tyler Ross Labonne
Self-Regulated Strategy Development And Students With Emotional Or Behavioral Disorders, Tyler Ross Labonne
Culminating Projects in Special Education
The purpose of this starred paper was to conduct a literature review regarding the effectiveness of Self-Regulated Strategies Development (SRSD) has on improving the persuasive writing abilities of students with Emotional and Behavioral Disorders (EBD). A total of ten studies published from 2009 to 2015 were reviewed. Overall, the results revealed SRSD was an effective method to increase students’ quality of persuasive writing skills. However, the current findings suggested that these improvements did not always generalize to the WJIII. Recommendations for future research and implications for current practice are discussed.
Equipping Teachers To Meet The Needs Of Students With Emotional And Behavioral Disorders, Christie Mcduffee Elam
Equipping Teachers To Meet The Needs Of Students With Emotional And Behavioral Disorders, Christie Mcduffee Elam
Walden Dissertations and Doctoral Studies
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 …
Effects Of Visual Activity Schedule On Decreasing Transition Latency For An At-Risk Student, Rachel B. Pence
Effects Of Visual Activity Schedule On Decreasing Transition Latency For An At-Risk Student, Rachel B. Pence
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
A visual activity schedule was used with a 7-year-old African-American male at-risk for Emotional Behavioral Disorder to promote appropriate transitions at school. An A-B-A-B withdrawal design was used to assess the effectiveness of a visual activity schedule on decreasing latency between four transitions that took place in the classroom. Results suggested that using a visual activity schedule decreased the amount of time it took the student to transition between activities. Limitations, and future research suggestions are provided.