Wd4

APA Reference Entry

Abels, S. (2014). Implementing Inquiry-Based Science Education to Foster Emotional Engagement of Special-Needs Students. Affective Dimensions in Chemistry Education, 107–131. doi: 10.1007/978-3-662-45085-7_6

Source type

Book

Annotation

The focus of the book's chapter is facilitating appropriate student learning by implementing the appropriate learning environment. The author assessed the impact of implementing inquiring-Bases science education in promoting emotional engagement among students with special needs. Essentially, the case study aimed to reflect on the alternative teaching strategies that teachers can utilize to promote student engagement to ensure student learning. Essentially, all students are entitled to develop science-based skills to the fullest for appropriate educational opportunities.

APA Reference Entry

Hill, H. M., Levermore, M., Twaite, J., & Jones, L. P. (1996). Exposure to community violence and social support predictors’ anxiety and social and emotional behaviour among African American children. Journal of Child and Family Studies, 5(4), 399–414. doi: 10.1007/bf02233862

Source Type

Annotation

The study aimed to examine the students who have experienced violence. A research was conducted on students between the fourth and sixth grades who experienced community violence to determine their learning and behavioral change. Researchers asserted that schools need to develop intervention programs to help in promoting educational growth and behavioral management among students exposed to violence. Community violence tends to cause anxiety among students, thus affecting their ability to study effectively. The article is significant to the study because it provides an insight into how exposure to community violence can impact their behavior and hinder effective learning.

APA

Linda A. Reddy and Laura Richardson Education and Treatment of Children Vol. 29, No. 2, Special Issue: Bringing evidence-based Child Mental Health Services to the Schools: General Issues and Specific Populations (MAY 2006), pp. 379-404

Source

Journal Article

Annotation

Usually, students undergoing emotional/ or behavioral disturbances tend to display ongoing and varied academic, emotional, medical, and behavioral issues. These challenges have a negative influence on the educational abilities of these students. This article discussed the various inadequate and ineffective educational interventions that failed to enhance students' learning abilities. Based on the information presented, the US Presidential commission authors argue that there is a necessity to implement mental health systems in schools to help identify behavioral and other mental issues and place the necessary interventions in place. School-based interventions have been implemented to ensure that students' emotional and behavioral disorders are addressed to enhance their learning abilities. Schools are encouraged to prioritize teachers to have the proper training for promoting engagement in students with emotional and behavioral disorders. As a source, it is significant for enlightening teachers on the appropriate interventions to put in place and enhance learning.

APA

Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). What Is Special About Special Education for Students with Emotional or Behavioral Disorders? The Journal of Special Education, 37(3), 148–156. doi: 10.1177/00224669030370030401

Source Type

Journal article

Annotation

The source focuses on understanding the special needs and issues that students with disabilities, particularly those with emotional and behavioral disorders, face while in the classroom. Research indicates that students with disabilities experience poor academic teachers who need special challenges compared to those without the disorder. In this case, teachers need special skills to sustain their interventions that can overspill from school to careers.

APA

Mason, L. H., & Shriner, J. G. (2007). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1-2), 71–93. doi: 10.1007/s11145-007-9065-y

Source type

Journal Article

Annotation

The focus of the journal is the self-regulatory behavior management among students through academic writing. The self-management process starts with directions from the teachers and ends with students' ability to demonstrate thoughts organization in independent behavior regulations. The idea is to facilitate the students' learning and behavior management.

APA

Bulla, A. J., & Frieder, J. E. (2018). Self-management as a class-wide intervention: An evaluation of the “Self & Match” system embedded within a dependent group contingency. Psychology in the Schools, 55(3), 305–322. doi: 10.1002/pits.22109

Source type

Journal Article

Annotation

The article presents a study on the effectiveness of learning in normal classrooms among students with Emotional or behavioral disorders. The study indicates that 95% of all students with disabilities in normal classrooms, especially those with emotional or behavioral disorders, barely receive a minimum of the education. Teachers have to spend a lot of time managing the high level of disruptive behaviors among students. Researchers argue that appropriate classroom management can promote greater learning for all learners, including those with disabilities.

APA

Denune, H., Hawkins, R., Donovan, L., Mccoy, D., Hall, L., & Moeder, A. (2015). Combining self‐monitoring and an interdependent group contingency to improve the behavior of sixth graders with EBD. Psychology in the Schools, 52(6), 562–577. https://doi-org.proxylibrary.ashford.edu/10.1002/pits.21846

Source

Journal article

Annotation

The journal aims to compare the effectiveness of self-monitoring intervention and an interdependent group contingency to help students with emotional and behavioral disorders to improve their behavior. According to the study, a self-monitoring intervention in a game may be applicable as an interdependent intervention. The authors concluded that there was improvement among students who used games as reminders of behavior management. Essentially, the source is essential in informing teachers on the effectiveness of the self-monitoring interventions and when they are appropriate for the application.

APA Reference Entry

Ness, B. M., & Sohlberg, M. M. (2013). Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-level Intervention on Student Management of Curricular Activities in a Resource Context. Learning Disabilities -- A Contemporary Journal, 11(1), 35–52. Retrieved from http://search.ebscohost.com.proxy-library.ashford.edu/login.aspx? direct=true&db=a9h&AN=89631619&site=eds-live&scope=site

Source

Journal Article

Annotation

The authors of the article assert that educators develop strategic methods to direct them on self-regulation skills to promote metacognitive skills and academic skills in learners who may often take part in classroom misbehavior. Essentially, the main aim is for students with EBD to practice self-monitoring, which helps in improving both academic and behavioral productivity. Self-motivation also aims at motivating students to behave appropriately.

APA Reference Entry

McConaughy, S. H., Kay, P. J., & Fitzgerald, M. (1998). Preventing SED through Parent-Teacher Action Research and Social Skills Instruction: First-Year Outcomes. Journal of Emotional and Behavioral Disorders, 6(2), 81–93. Retrieved from http://search.ebscohost.com.proxylibrary.ashford.edu/login.aspx? direct=true&AuthType=ip,cpid&custid=s8856897&db=eric&AN=EJ567433 &site=ehost-live

Source

Journal Article

Annotation

According to the article, parents and teachers can help identify children with emotional and behavioral challenges. This is usually associated with the minor of the principle prevention programs to protect children from harm. These preventive programs are enhanced to protect students at risk of being labeled as special needs because of their behaviors. Essentially, the article is significant as it helps identify the critical role and responsibilities played by teachers and parents to protect students with disabilities and ensure that they have learning opportunities, especially those with emotional or behavioral disorders.

APA References

Ryan, A. K. (2000). End of Project Report for the Achieving, Behaving, Caring Project: Preventing the Development of Serious Emotional Disturbance among Children and Youth with Emotional and Behavioral Problems. Retrieved from http://search.ebscohost.com.proxylibrary.ashford.edu/login.aspx? direct=true&AuthType=ip,cpid&custid=s8856897&db=eric&AN=ED44542 9&site=ehost-live

Source

Report

Annotation

The source is a report on the parents-teacher action research that was put in place as an early detection and intervention project. The program was developed and implemented to prevent serious emotional disturbances among children and youths suffering from emotional or behavioral disorders. The collaboration between teachers and parents is essential in helping students develop social skills, educational advancement, and behavioral management. The environment and surrounding in which students are in both at school, and home determine their behavior.