Emotional And Behavioural Difficulties Research Articles

What is Inclusive Didactics? Teachers’ Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools

Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers’ greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students with EBD. This article employs a directed qualitative content analysis supplemented with descriptive statistics related to the categories of inclusive didactics. Didactic theory was the basis of the predefined categories by which the analysis was completed. Empirical data were collected through 6 focus-group interviews and 37 individual follow-up interviews. The findings indicate that three didactic aspects were dominant in teachers’ understanding of inclusive didactics: Student(s), Methods, and Teacher. Less accentuated were Subject, Rhetoric and Interaction. Thus these teachers’ understanding and previous research is not consistent. The overall conclusion is that the concept of inclusive didactics is complex, complicated, and difficult for teachers to relate to. The descriptions are both vague and simplistic and therefore difficult for teachers to implement. This article clearly highlights that teachers often feel frustrated and inadequate, and blame themselves for the students’ deficiency and failure, thus concluding that strategies for distinct descriptions and teacher practices are needed.

Friends, foes, and self-defence: students with EBD navigating social conflicts and bullying

ABSTRACTStudents with emotional and behavioural difficulties (EBD) are more likely to struggle than their peers, which can lead to disengagement and early dropout. Although there are alternate programmes for these students, they are rarely consulted about their struggles, or about their perceived needs. The purpose of this study was to explore the lived experiences of students with EBD from their entry in mainstream classrooms to their placement in an alternate programme. During a semi-structured interview and visual mapping activity, six participants described their schooling experiences and their depictions were analysed using an interpretative phenomenological analysis. Participants described the social process of school and emphasised the importance of relationships with peers and teachers, and the challenges they experienced in these relationships, which included relational, psychological, and physical aggression. Findings highlight the need to consider the reciprocal nature of bullying for students with EBD, and its influence on their schooling.

ADHD: Insurance and Mental Health Service Use.

We describe mental health service use by insurance among children aged 4 to 17 with diagnosed attention-deficit/ hyperactivity disorder (ADHD). Using parent reports from 2010-2013 National Health Interview Survey, we estimate the percentage that received services for emotional and behavioral difficulties (EBD): medication, other nonmedication services, and none (neither medication nor other nonmedication services). Among children with diagnosed ADHD, 56.0% had used medication for EBD, 39.8% had contact with a mental health professional, 32.2% had contact with a general doctor about the child's EBD, and 20.4% received special education services for EBD. Medication use was more often reported for privately or publicly insured children than uninsured children ( P < .001), and uninsured children more often received no services ( P < .001). Publicly insured children were more likely than privately insured children to receive other nonmedication services ( P < .001). Less than a third (28.9%) of all children received no services as compared to almost half (48.8%) of uninsured children.

Psychometric properties of the Arabic self-report version of the strengths and difficulties questionnaire

Students in middle school tend to display emotional and behavioural difficulties (EBDs) compared to other forms of psychopathology. Early identification of EBDs is therefore a priority in order to prevent the chronic co-morbidity with other forms of psychopathology which may affect students’ academic achievement. Assessment of EBDs has been traditionally undertaken via proxy reporting; but psychometrically rigorous instruments are needed so that children and adolescents can report on their own emotions and behaviours. Such need increases in the Omani context given the lack of EBDs adequate assessment instruments. In the current study the factor structure of the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) was examined in a sample of 815 middle school students (mean age=14 years). The study tested the SDQ original five-factor model which received considerable empirical support. Responses on the A-SDQ were compared to responses obtained via proxy reports from teachers and parents through confirmatory factor analyses (CFAs). Results showed a reasonable fit for the three informant forms. Nevertheless, there were differences in item loadings across the three informant forms. Additionally, participants’ self-report responses were tested for invariance across gender. CFAs provided support to the invariance hypothesis for item loadings, indicating that the items were similarly valid indices of the five factors for males and females. Factor correlations, factor variances and item residuals were not invariant across gender. What this paper addsThis paper, to our knowledge, is the first research paper that provides empirical evidence on the Arabic self report version of the Strengths and Difficulties Questionnaire (A-SDQ) within a school-based sample. Though the focus was on the self-report version we collected data from the proxy versions for parents and teachers to provide additional evidence on the construct validity of the (A-SDQ) through cross informant data.

STUDENTS’ PERCEPTIONS OF SCHOOLING: THE PATH TO ALTERNATE EDUCATION

&lt;p style="margin: 0cm 0cm 24pt 36pt;"&gt;&lt;span style="color: #131413; font-family: Times New Roman; font-size: medium;"&gt;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.&lt;/span&gt;&lt;/p&gt;

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.

청소년 정서행동문제 그림검사(Emotional &amp; Behavioral Drawing Test; EBDT) 개발 및 타당화 연구

본 연구는 청소년 정서행동 그림검사(Emotional & Behavioral Drawing Test; EBDT)를 개발하고 신뢰도 및 타당도를 밝히고자 하였다. 경기 및 서울 지역의 중고생 약 1900명을 대상으로 그림검사와 청소년정서행동문제, 자존감의 관계를 알아보았 다. EBDT의 자극그림제작과 채점문항을 개발하고, 탐색적 요인 분석을 통해 하위척도와 최종문항을 선정하였다. 개발된 EBDT의 확인적 요인분석을 통해 차원과 하위척도간의 관계를 확인 하였으며, 다른 변인들과의 상관과 신뢰도 및 타당도를 살펴보았다. EBDT는 30개의 자극그림과, 구조 및 형태 변인과 내용변인을 측정하는 4요인의 하위변인을 가진 15문항으로 구성되었으며, 신뢰도는 양호하며, 각 4가지 하위 영역에서 각각 정서행동의 문제를 측정할 수 있는 타당한 평가도구로 밝혀졌다. 청소년의 정서행동을 측정할 수 있는 국내 최초의 타당화 작업을 거친 투사적 그림검사 개발이라는 점과 이척도를 통해 청소년의 정서행동문제의 정도와 양상을 보다 용이하고 정확하게 알아 볼 수 있다는 점에서 연구의 의의가 있으며, 실제 임상 장면에서 적절한 선별과 조치를 취하고 문제에 앞서 예방을 할 수 있게 되기를 기대해 본다.

Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences

ABSTRACTChildren with emotional and behavioural difficulties (EBDs) began to receive considerable attention in several countries in the Middle East and North Africa region including Oman. In the Omani context, there is lack of valid assessment instruments which can be used to obtain information on EBDs in schools. The current study used the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) to examine EBDs in a sample of middle school students. 816 middle school students from both genders, who were randomly selected from different schools in two big cities in Oman, filled out the A-SDQ. Results provided initial evidence of good psychometric properties of the A-SDQ reflecting that it can be a valid tool for use in schools in Oman. Further, the participants reported moderate to high rates of EBDs as measured by the different subscales of the A-SDQ. Significant gender differences were found in students self-report of EBDs. Compared to boys, girls reported more emotional symptoms, less conduct and peer problems. Implications of the study findings for the identification of students with EBDs in schools in Oman are presented.

Personality traits of expert teachers of students with EBD: clarifying a teacher's X-factor

Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this study, the predictive value of teacher personality for teacher quality in teaching students with EBD was examined among a sample of Dutch primary school teachers. Personality was measured using a self-report questionnaire based on the personality dimensions of the Five Factor Model of personality: Extraversion; Agreeableness; Conscientiousness; Neuroticism; and Openness to Experience. Different dimensions of teacher quality in teaching students with EBD were measured using an observation instrument, a self-efficacy questionnaire, and a nomination procedure. The dimensions of Agreeableness, Conscientiousness, and Openness to Experience were found to predict teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. Altogether, personality explained 35% of the variance in teacher quality in teaching students with EBD measured by the self-efficacy questionnaire. The results relate to issues about teacher education and employment. Directions for future research are discussed.

Yoga to Reduce Trauma-Related Distress and Emotional and Behavioral Difficulties Among Children Living in Orphanages in Haiti: A Pilot Study.

To measure trauma-related distress and evaluate the feasibility, acceptability, and preliminary efficacy of an 8-week yoga intervention (YI) in reducing trauma-related symptoms and emotional and behavioral difficulties (EBD) among children living in orphanages in Haiti. Case comparison with random assignment to YI or aerobic dance control (DC) plus a nonrandomized wait-list control (WLC) group. Two orphanages for children in Haiti. 76 children age 7 to 17 years. The YI included yoga postures, breathing exercises, and meditation. The DC group learned a series of dance routines. The WLC group received services as usual in the institutional setting. After completion of data collection, the WLC group received both yoga and dance classes for 8 weeks. The UCLA PTSD Reaction Index and the Strengths and Difficulties Questionnaire were used to indicate trauma-related symptoms and EBD, respectively. A within-subject analysis was conducted to compare pre- and post-treatment scores. A post-treatment yoga experience questionnaire evaluated acceptability of the YI. Analyses of variance revealed a significant effect (F[2,28]=3.30; p=0.05) of the YI on the trauma-related symptom scores. Regression analyses showed that participation in either 8 weeks of yoga or dance classes suggested a reduction in trauma-related symptoms and EBD, although this finding was not statistically significant (p>0.05). Respondents reported satisfaction with the yoga program and improved well-being. Children with trauma-related distress showed improvements in symptoms after participation in an 8-week yoga program compared to controls. Yoga is a feasible and acceptable activity with self-reported benefits to child mental and physical health. Additional research is needed to further evaluate the effect of yoga to relieve trauma-related distress and promote well-being among children.

Romanian Preschool Teachers’ Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings

Researchers have emphasized the role of the teacher–child relationship on children’s adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers’ knowledge and strategies related to preschoolers who are at risk. Seven focus groups were conducted and were subjected to thematic analysis. Four main themes were identified: teachers’ understanding of EBD, teachers’ beliefs about parental behaviors as risk factors for EBD, teachers’ role in preventing children’s EBD, and teachers’ strategies for managing EBD-related behaviors in the classroom. Teachers mainly used behavioral descriptions when referring to EBD, and differentiated between transient and clinically relevant problems. Although teachers showed awareness about their role in preventing EBD, there was insufficient procedural knowledge about strategies used to deal with such problems in the classroom. The results suggest that teachers need more training and support from mental health professionals to prevent EBD, and to ensure children’s well-being.

Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties

Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan, co-teach, and co-assess) can provide many benefits to students with EBD, especially if co-teachers differentiate their instruction. This article provides an overview of co-teaching and illustrates how co-teachers can differentiate instruction for students with EBD in co-taught classrooms for students ages 9–18.

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.

Executive functioning: Developmental consequences on adolescents with histories of maltreatment

Research suggests that children exposed to maltreatment have deficits in executive functioning (EF) but few studies have focused on the adolescent age group. We investigated whether maltreated adolescents had lower EF abilities compared to a group of non-maltreated adolescents. Forty adolescents with histories of child maltreatment, together with a comparison group of 40 non-maltreated adolescents matched for age, completed a comprehensive battery of EF tasks. Hierarchical multiple regression analyses, controlling for IQ, were carried out using each of the EF measures as dependent variables to examine group differences. Maltreated adolescents had significantly lower performance than non-maltreated adolescents on tasks assessing executive loaded working memory, fluency, and inhibition, although switching was not impaired. Emotional and behavioural difficulties (EBD) were included in additional regression analyses to examine whether these variables would explain the group differences. The inclusion of EBD variables had some effect on group differences, as expected, but did not eliminate them. These findings support the theory that impairments in EF may be one underlying reason why adolescents with histories of maltreatment struggle to cope both inside and outside the classroom.

Changing attitudes: supporting teachers in effectively including students with emotional and behavioural difficulties in mainstream education

Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges perceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions with pupils. The current study comprised a combination of implicit (i.e. the Implicit Relational Assessment Procedure, IRAP) and explicit (The Opinions Relative to Mainstreaming Scale, ORMS) technologies to assess the attitudes of teachers (N = 25) and teachers in training (N = 20) towards pupils with EBD. When these attitudes proved to be negative (relative to typically developing pupils), the utility of a combined behaviour intervention (BI) and stress-management intervention (SMI), in conjunction with a series of pre and post measures, was examined. The IRAP results for teachers indicated that the SMI enhanced their implicit positivity towards pupils with EBD (EBD PUPIL) to a considerable extent (0.025-0.175), and this was greater than the impact recorded with the BI. The teachers in training showed implicit negativity towards EBD PUPIL (0.13) and this decreased, albeit marginally, at post-BI (0.05) and post-SMI (0.06). Significant differences were recorded in teachers’ general attitudes towards inclusion (p < 0.001) and efficacy (p < 0.008). Significant effects were recorded for teachers in training in relation to their attitudes towards having a child with EBD and having a previously excluded child with EBD in their classrooms (all ps < 0.001). For this latter group, reductions were also recorded in their levels of depression, anxiety and stress (p < 0.001) and there was an increase in their psychological flexibility (p < 0.001). The current results indicate that a range of positive implicit and explicit outcomes was associated with the current BI and SMI package in terms of fostering more effective inclusion of pupils with EBD in mainstream education.

Peer relations and emotion regulation of children with emotional and behavioural difficulties with and without a developmental disorder

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer relationships of children aged 8–12 years (M = 9.86 years, SD = 1.49) with EBD (N = 33) and children with EBD plus a diagnosed developmental disorder (N = 28). Multivariate analysis of variance (MANOVA) with Bonferroni adjusted alpha levels revealed no significant main effect for emotion regulation according to EBD status. There was, however, a multivariate main effect for sex, with females presenting with higher levels of negative emotional intensity (e.g., frustration, anger, aggression) than males. A second MANOVA revealed no significant main effect for peer relationships according to EBD status and sex. Significant correlations revealed that the EBD-only group experienced greater adverse peer interactions than the EBD-plus-developmental disorder group. These findings are important for educators and researchers involved in the development and evaluation of prevention and intervention programms for children with EBD.

The social, emotional and behavioural difficulties of primary school children with poor attendance records

Two complementary studies of poor and better attenders are presented. To measure emotional and behavioural difficulties (EBD) different teacher-completed rating scales were employed, and to determine social difficulties, the studies used sociometry and some items from the scales. One study had a longitudinal design. It revealed that, after controlling for social class, gender and EBD in Year 2, poor attendance between Years 2 and 6 had the effect of significantly increasing EBD in Year 6. Both studies also had a cross-sectional design element which gave an indication of some of the poor attenders’ social difficulties and confirmed the longitudinal findings. The rating scales also provided measurements of “neurotic” and “antisocial” disorders. These suggested that a “neurotic” disorder may have played a bigger part than an “antisocial” disorder in the poor attenders’ EBD. The article ends with a list of recent references dealing with intervention issues.

Associations between social potential and emotional and behavioural difficulties in Egyptian children

A number of Egyptian children experience psychiatric or mental health problems owing to a variety of internal and external qualities in their social context. These problems may mask strengths, particularly their social potential represented in their prosocial behaviour (PB). Research on emotional and behavioural difficulties (EBDs) should thus consider their strengths. The present study focuses on the PBs of Egyptian children. Teachers of 454 children from 6 schools completed the Strengths and Difficulties Questionnaire (SDQ) to identify the children's EBDs as well as their PBs, together with Conners' Teacher Rating Scale (CTRS-39) to identify EBDs alone. The investigation entailed examining gender differences in strengths and difficulties, frequency of prosociality categories and associations between high versus low levels of PB with EBDs. Descriptive statistics, bi-variate and regression analyses, and t-test statistics were employed to answer the research questions. Results showed that boys were reported to show more EBDs than girls, whereas girls showed better PBs than did the boys. Caring was the most prevalent PB among both girls and boys. EBDs composed a significant and fit model for predicting PBs. Implications of the present study regarding the assessment of social behaviours in schools are discussed.

Perception of what works for teachers of students with EBD in mainstream and special schools in Hong Kong

This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006–2007 to see if there are any discrepancies of approaches implemented by teachers. This recent study was carried out in 11 mainstream schools involving 102 teachers. It is compared to the seven special schools with 89 teachers. Focus group interviews with the same open-ended questions were adopted for both studies. Findings indicated that the majority of the strategies perceived by both groups of teachers as helpful were very similar, and they can be classified under eight major categories. In collating all the approaches deemed supportive in working with EBD students, a holistic conceptual framework is delineated to address the complexities of managing emotional and behavioral disturbances.

Validation of the Ford Score as a Measure for Predicting the Level of Emotional and Behavioural Problems in Mainstream Schools

Emotional and behavioural difficulties (EBD) are common in children, and forecasting their prevalence in schools is of interest to both academic researchers and local authorities. Percentage of pupils eligible for free school meals is one measure often used for this purpose. The article presents the first independent validation of a simple numerical score, the Ford score, which predicts the level of EBD within schools using routinely collected school variables on eligibility for free school meals, special educational needs, unauthorised absences and permanent exclusions. The research tested the predictive utility of the Ford score in the English sub-sample of the British Child and Adolescent Mental Health Survey, 2004. This gave a sample of 6,379 children aged 5-16 in 3,117 schools, with mental health being assessed through clinician-assigned psychiatric diagnoses and through brief questionnaires filled in by parents, teachers and young people. The Ford score was found to be highly predictive of the level of EBD by all four of these measures, with a linear effect across the whole range. The estimated prevalence of mental disorder rose from about 5 per cent in schools with low Ford scores to around 14 per cent in high-scoring schools. The Ford score was more highly correlated with all measures of EBD than percent-age of free school meals alone. The Ford score's predictive utility did not seem to be further enhanced, however, by adding in an additional measure of local area deprivation. It was concluded that the Ford score represents a simple and up-to-date school EBD predictor which is more accurate than percentage free school meals alone and which is not notably improved by taking account of a schools' area deprivation.