Running head: JOURNAL ARTICLE REVIEW EBD 1
Journal Article Review: EBD
Selina Negron
Liberty University Online
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Su mmar y
The authors Stoutjesdijk, Scholte, and Swaab in their article, “Impact of Family
Functioning on Classroom Problem Behavior of Children with Emotional and Behavioral
Disorders in Special Education”, discuss the correlation between family dynamics and classroom
problem behaviors. The authors believe the home plays a crucial role on how a child with
Emotional and Behavioral Disorder (EBD) will behave in a classroom setting and that optimal
support is expected from parents, teachers, and staff to help that child. A study was conducted
which consisted of 84 students with EBD, their parents, and their teachers. The measures used
were two questionnaires. The first questionnaire called The Teachers Report Form (TRF) was
given to the teachers of the students who were participating in the study. This questionnaire
consisted of questions to obtain general problem behavior in the classroom. The second
questionnaire called The Dutch Family Questionnaire was given to the parents as an instrument
to measure the quality of life at home with the child. This consisted of five main topics:
organization, communication, partner relationship, responsiveness, and social support.
Stoutjesdijk, Scholte, and Swabb believed that poor family functioning provoked classroom
problem behavior. Their thoughts were not far off from their findings. The results from both
teacher and parent questionnaires indicate their beliefs were correct and found that it can also
affect future total problem behavior.
Analysis of Key Points
Following the introduction was one main idea the article focused on, which is using
Bronfenbrenner’s ecological model to examine the development of problem behaviors.
Bronfenbrenner’s ecological model explains how the environment can have both a positive or
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negative impact on a child. Using this model, the authors explained how a child’s development is
not an isolated process but is a part of the environment. This model helped Stoutjesdijk, Scholte,
and Swabb to pinpoint some of the influences that the family has on a child with EBD. Another
important topic discussed in this article is how unfavorable family factors can affect a child with
EBD and can be transferred into a classroom setting. For example, according to the authors,
some factors that may affect a child with EBD are: if they live in a divorced home, abusive
home, poor home, and/or parents who are stressed or who need employment. Children with EBD
who live in these conditions show greater risk for acting out in class. Finally, the authors address
the importance of parent-child relationships. The questionnaire pinpointed the parent-child
relationships through questioning the responsiveness that parents have to their children’s needs
and the social support that is given to the child. Stoutjesdijk, Scholte, and Swabb believe that a
child who is given attention, loved, and understood will thrive better than one who is not.
Personal Response
Schools and parents should be able to work together to help children with EBD. I believe
that the authors have identified a very important topic. At times these behaviors can be avoided if
the right interventions are put into place. In my opinion schools should be responsible for
educating parents about any disability their child should have. By stimulating parental
involvement, there can only be positive outcomes. Teachers, and staff should make time to
conduct parent trainings on how to properly interact with their children, and provide that outside
support. There are few parent training programs in place, one that was mentioned in the text
Educating Exceptional Children is the Positive Parenting Program designed by professor Matt
Sanders. This program uses DVD to help parents focus on self-regulation. Lastly, the authors
mentioned many parents struggle themselves with stress or mental health problems and I believe
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a workshop related to proper family functioning can be useful for both children with EBD and
their parents.
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References
Scholte, Stoutjesdijk, and Swabb. (2016). Impact of Family Functioning on Classroom Problem
Behavior of Children with Emotional and Behavioral Disorders in Special Education.
Journal of Emotional and Behavioral Disorders.199-210.
Coleman, Gallagher & Kirk. (2015). Educating Exceptional Children. Cengage Learning.
