Emotional Behavioral Disorders Research Articles

The problems of preserving the emotional well-being of students in the context of digitalization of education

In the conditions of modern society, the problems of emotional well-being of students are becoming particularly relevant. This is due to the challenges of the digital society, which include constant updating of information, multitasking activities, continuous stay of users in the digital environment, and others. These risk factors contribute to the emotional distress of the individual, which manifests itself in insufficient formation of emotional intelligence, increased anxiety, and behavioral disorders of students. Prolonged emotional distress in the future can lead to disharmonious personal development of a person and difficulties in his social functioning. Therefore, the formation of emotional well-being is an urgent task of pedagogy and psychology of childhood. The aim of the study is to determine the level of emotional well-being of students in the context of digitalization of education. The diagnosis of problems of emotional well-being was carried out according to the following criteria: the manifestation of emotional intelligence (the method of observation according to M.Y. Mikhailina and Ya.K. Nelyubina); the level of anxiety (G.V. Rezapkina’s testing method «Determining the level of anxiety»); the severity of aggressive behavior (M.A. Panfilova’s projective Cactus technique). The analysis of the data obtained allowed us to identify the following problems of preserving the emotional well-being of students: insufficient level of emotional intelligence, increased anxiety, high degree of aggressive behavior. Based on the identified results, methodological recommendations were developed for teachers and parents to solve these problems. The value of the conducted research consists in determining pedagogical approaches to the formation of emotional well-being of students in the context of digitalization of education, which will ensure the optimization of the introduction of information technologies into the modern educational space. This will lead to the preservation of the emotional well-being of all participants in the educational process.

Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders

Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.

Behavior, Paperwork, Instruction, & Supervision. . . Oh My!: A Review of the Literature on Mentorship for Teachers of Children With EBD

The role of a special educator is one of many different hats, including teacher, interventionist, comforter, parent, counselor, therapist, and administrator. These varying roles, particularly when working with students with emotional behavioral disorders, create one of the most emotionally taxing and challenging jobs in public education, which in turn leads to increased educator burnout and attrition. However, this does not need to be the fate of special educators. The purpose of this article is to (a) review one current support system widely implemented in the field for teachers of children with emotional behavioral disorders, (b) discuss the benefits of mentorship in the teaching workforce, (c) identify some of the barriers to mentorship, and (d) identify areas of reform for more effective mentorship practices.

Evaluating the Effects of Fading a Self-Management Intervention Package for Students with Emotional Behavioral Disorders

Students with Emotional Behavioral Disorders (EBD) exhibit behaviors that interfere with their ability to access instruction and identifying feasible and effective school-based interventions is critical for promoting their academic success. Previous research has shown the positive effects of a self-management package that involved gradually and systematically introducing four self-management components: goal setting, self-monitoring, self-evaluation, and self-reinforcement. Using an A-B-A-B-C single-case design, this study extended the previous research by 1) examining the effects of the self-management package when all four components were implemented simultaneously and 2) evaluating the effects of a fading procedure in which responsibility for intervention components previously held by the teacher were shifted to the student. The participants in this study were two Black students, ages 11 and 13, who were enrolled in an alternative educational setting for students with significant behavior challenges. The results provide evidence that the self-monitoring intervention increased on-task and decreased off-task behaviors in the intervention and fading phases for both students. Limitations and suggestions for future research are discussed. Impact Statement Students with Emotional Behavioral Disorders (EBD) have significant and complex needs that require intensive intervention. The current study examined the effectiveness of a self-monitoring package to increase on-task behavior and decrease off-task behaviors in a specialized educational setting for students with EBD. The study illustrates the successful application of research into practice and provides a detailed description of an intervention that practitioners can replicate to improve outcomes for students with behavioral disabilities.

Development of early intervention program based on cognitive- behavioral theory for divorced children with emotional- behavioral disorders and its effectiveness in aggression of divorced children

Introduction: Divorce is one of the most important causes of tension and pressure on children. Aim: The research aimed to develop of early intervention program based on cognitive-behavioral theory for divorced children with emotional-behavioral disorders and its effectiveness in aggression of divorced children. Method: The research scheme was mixed (qualitative-quantitative). The statistical population in qualitative part consisted of articles and documents related to divorced children and all the professors and specialists in children’s psychological disorders and quantitative part consists of all the girls of divorced families of Astaneh-ashrafiyeh in 2022. Moreever 30 people were selected by purposive sampling and randomly replaced in experimental and control groups. The intervention program was performed in 12 sessions of 90 minutes, two session per week for experimental group. Instruments included Achenbach’s Children Behavioral Check list (2001) and Shahim’s Primary School Aggression Questionnaire (2006). The data in the qualitative part were analyzed by thematic analysis and in the quantitative part by multivariate analysis of covariance. Result: The results showed the content validity of the intervention program was equal to 0.75 up to 1 and there is significant difference between the pre-test and post-test scores of the groups in aggression (P<0.01). In general, the early intervention program based on cognitive-behavioral theory for divorced children with emotional-behavioral disorders is effective on aggression in divorced children (P<0.01). Conclusion: Based on findings developed intervention program was effective in aggression of divorced children. Therefore, this intervention program can be used as an effective intervention to reduce aggression of divorced children.

Prevalence of emotional-behavioral disorders with and without comorbidity in 6-8 year old children: the role of mother's reaction to child's negative emotions

Introduction: In the early years of schooling, factors such as being far from parents for 5 hours, academic and social demands can be stressful for children and provide the conditions for creating or intensify some mental disorders. Therefore, it is important to investigate the prevalence of emotional-behavioral disorders and their related factors at this age. Aim: The purpose of the present study was to investigate the prevalence of emotional-behavioral disorders with and without comorbidity in children aged 6 to 8 years, and also to predict the severity of these disorders based on the mother's reaction to the child's negative emotions. Method: The research method was descriptive-analytical. The population included all the first and second grade primary school students of Malayer city in the academic year 2017-2018, and 454 people were selected by cluster sampling method. In order to collect data, the Child's Behavior Checklist (2002) and the Child's Reaction to Negative Emotions Questionnaire (1990) were used. Data were analyzed through SPSS version 22 software and stepwise linear regression model was employed. Results: The findings of the present study revealed that, the pure prevalence of emotional and behavioral disorders in these children was 8.6% and prevalence with comorbidity of these disorders was 7.3%. In addition, mother's reactions to children's negative emotions could predict the severity of children's emotional-behavioral problems (P=0.001). Conclusion: In the age range of 6 to 8, the comorbidity of emotional and behavioral disorders of these children is high and the mother's supportive or unsupportive reactions to the child's negative emotions play a significant role in it, so it is suggested that child psychologists and psychiatrists pay special attention to these findings in diagnostic interviews and treatment strategies.

Exploration of special children education based on AR technology

Augmented Reality (AR) is a nascent technical advancement that enables the seamless amalgamation of real-world and virtual-world data. The notion of materializing virtual information to enable its perception by human senses is a subject of significant scholarly interest, resulting in a perceptual experience that transcends the confines of conventional reality. Because of the popularity of augmented reality, artificial intelligence, and Internet support, distance learning systems with contextualized learning, gamified learning, and collaborative learning will empower all traditional classrooms or home education, rapidly adding massive learning resources. This research evaluates the current literatures related to AR as well as the influence and efficacy of AR on the education of special needs children, such as hearing impairment, intellectual disability, autism, emotional-behavioral disorders, etc. The purpose of this research is to uncover the benefits and challenges of AR, as well as recommendations and future directions, by studying pertinent situations.

“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs

Guided by Self-Determination Theory, we conducted a case study of a high school math teacher nominated by students with disabilities as one who enhanced their learning. Using a combination of interviews and classroom observations, we explored the specific strategies that the teacher used to promote perceived autonomy among students with learning disabilities (LDs) and emotional-behavioral disorders (EBDs). The literature offers extensive evidence for the benefits of autonomy-supportive teacher practice, but much of the work was conducted without explicit inclusion of students with LDs and/or EBDs. Our analyses demonstrated that many of the practices captured in this research also worked to support the psychological needs of students with LDs and/or EBDs who participated in this study. Additionally, our case study teacher engaged in two additional strategies that are not currently represented in that body of evidence. As such, we discuss implications for practice and future directions for research.

Emotion Regulation in Depression of Physical Achievement Based on Machine Learning

Depression is a clinical disease, mainly accompanied by mood or emotional abnormalities, mainly depression, slow thinking, often accompanied by emotional abnormalities, cognitive behavior, psychophysiological and interpersonal changes or disorders. Here, using static and task-state MRI data, we present a comprehensive study of abnormal neural activity in patients with depression through spatiotemporal, static, and dynamic measures, demonstrating its validity as an underlying biological trait. In order to effectively study the role of emotion regulation in depression, a brain dynamic network synthesis method based on support vector machine model and community detection algorithm was established. We selected data on the mental state of 45 patients from a hospital’s psychiatric disease control center. They had no history of hearing impairment and normal (or corrected) vision. All procedures are agreed in writing by each participant. The results show that this method can effectively reduce the depression degree of the subjects, and the multi-level features of the integration of task activation and task regulation connection reach 81% ( < 0.0010, surrogate test) and 83% (<0.0016, surrogate test), respectively. The recovery of its depressive psychological state has a significant impact. Numerous studies have used various forms of emotional stimuli to reveal abnormal behaviors and neural responses in multi-channel emotional processing in patients with depression, providing valuable insights into the mechanism of multi-channel emotion regulation in depression.

Race and Gender Representation in College and Career Readiness Research for Students With Emotional Behavioral Disorders

The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a prior systematic literature review examining CCR for students with and at risk for emotional and behavioral problems. We found that the majority (86%) of studies reported the race and gender of participants and more recent studies were more likely to have included this information. Students with EBD are more likely to be Black and identify as male, while the participants in our study samples were more likely to be White/Caucasian and identify as female. All studies reported gender exclusively within a gender binary. Furthermore, only three studies provided overall school or district demographics, allowing the reader to assess the extent to which the participants were representative of the school/district population. Finally, only two studies parceled out findings by race, making it difficult to assess the overall extent to which interventions for CCR are effective for students across race and gender groups. Given the high priority currently placed on preparing all students for college and career, these findings have important implications for practitioners, researchers, and policymakers.

A Comparative Review on Epilepsy and its Treatment Options

Today, people are confronted with various types of stress in everyday life and the majority of people around the world are affected by various neurological diseases. Epilepsy is one of the most common brain diseases that affects about 50 million people worldwide, 90% of whom come from developing countries. Genetic factors, brain infections, strokes, tumors, high fever and other diseases cause epilepsy. It places a heavy economic burden on the health system in countries where stigma and discrimination are found against patients and their families, especially in communities, workplaces, schools and homes. Many epilepsy patients suffer from severe emotional pain, behavioral disorders and extreme social isolation.

An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made?

An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made?

Модуляція прогестероном тривожності та активності дофамінергічної мезолімбічної системи мозку у щурів з алкогольною залежністю і за умов зоосоціального конфлікту

Exogenous modulation by progesterone of the central neurosteroid mechanisms of regulation of anxiety and its important component, the activity of the mesolimbic dopaminergic system, is a promising method of correction of emotional behavioral disorders. The aim of this work was to study the effect of intranasal progesterone administration on the baseline level of anxiety and the activity of the dopaminergic mesolimbic brain system in alcohol-dependent and zoosocial conflict rats. Neuroethological studies by the method of assessing the individual level of anxiety. The levels of catecholamines (dopamine, noradrenaline, adrenaline) in the brain structures were determined by the method of immunoenzymatic analysis. Emotional stress, namely zoosocial instability and confrontational interactions, was modeled using the sensory contact technique and the partition test. Alcohol dependence in rats was induced by voluntary consumption of alcohol-containing food. Progesterone was administered intranasally at a dose of 80 μg per animal. It is shown that the level of anxiety in rats under conditions of alcohol dependence and emotional stress is associated with dopamine and adrenergic disturbances in the ventral tegmental area (VTA) and nucleus accumbens. The anxiolytic effects of progesterone are manifested in the suppression of the increase in anxiety following exposure to emotional stress in alcohol-dependent rats and its suppression in rats with baseline low levels of anxiety following repeated exposure to emotional stress. A balanced activation of the dopaminergic mesolimbic system during progesterone administration leads to the formation of a new allostatic state in rats with a decrease in anxiety levels.

Dynamic characteristics of obsessions in structure of schizoform, neurotic and emotional-behavioral disorders in children

The root causes of obsessions in children with both schizoform disorders and neurotic spectrum disorders vary quite widely, and was not always possible to identify. However, it is worth noting that in children with neurotic disorders, obsessions more often arose as a result of the pathological influence of personally significant factors, while in children with schizoform spectrum disorders, factors unrelated to the life situation, personality and relationship system were usually the triggers for the manifestation of obsessional symptoms the patient. In children with emotional and behavioral disorders, the root cause of obsessions was always psychotraumatization. The structure of obsessions in children with schizoform spectrum disorders should be called “kaleidoscopic” — changeable and undependent on external circumstances. In children with neurotic disorders, a “raster” structure of obsessions prevailed — one that smoothly changed from the initial subject of obsessions. In children with emotional and behavioral disorders the “monotonous” theme of obsessions prevailed — unchanged throughout the entire period of the disease, reflecting the initial psychotraumatization. Compulsions that accompanied the appearance of obsessions in patients from G1 usually required urgent implementation, and could not be postponed even in view of the presence of external observers. Patients with disorders of the neurotic spectrum had significantly more control over compulsions and in most cases could reduce them or postpone them until a more appropriate moment. In children with emotional and behavioral disorders compulsions due to their clinical essence (obsessive memories) were often imperceptible to others. Key words: obsessions, compulsions, psychopathology, neurotic disorders, child psychiatry.

Regions with the highest rates of teacher certification and students' cognitive milestones with learning disabilities or emotional/behavioral issues

The teacher's special education certification (SPEC) degree is a barometer for their competence in study, practice, and policy. This research compared the test scores of elementary and middle school children with learning disabilities and emotional and behavioural disorders taught by Special Education Teachers (SET) to those of students who General Education Teachers (GET) led in the same subject areas. The type of certification for teachers has little impact on most student groupings. In Learning Disabilities (LD) and regular education, students with LD and more extraordinary intellectual ability performed better in English language arts (ELA) with a trained teacher. Students with Emotional Behavioural Disorders (EBD) who were less proficient in mathematics were less likely to be helped by SET compared to General Education (GE) and Licensed Special Education Teachers (LSET). These words' actual meanings are examined concerning SET quality measures. The outcomes reported here should be understood under several constraints. Operational datasets, like the one utilized in this study, rarely contain data on crucial factors that affect an exceptional education-certified or dual-certified teacher's capacity for effectiveness.

Culturally Responsive Evidence-Based Practices for Black Males With Emotional Behavioral Disorders

Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social–emotional–behavioral outcomes for all students, especially students with EBD. This article identifies the overlapping principles of culturally responsive teaching and culturally responsive pedagogy as theorized by Gay and Ladson-Billings so that teachers of students of color identified with EBD can better support the specific learning needs of their students. These principles are explicitly applied to behavior-specific praise and error corrections, two evidence-based classroom behavioral management practices.

Transition Tasks: Individualized Education Program Involvement for Students With Emotional and Behavioral Disorders

A transition-age youth with an Individualized Education Program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused IEP. With the support of multiple practitioners, these students can be more involved in their education program. This article demonstrates how to use transition tasks to promote a student with EBD’s involvement in their IEP in four areas: assessment tasks, evaluation tasks, IEP meeting preparation, and IEP meeting participation.

Effect of occupation-based self-determination interventions on decision making and risky behaviors in students at risk of emotional behavioral disorders

ABSTRACT Students at risk of emotional behavioral disorders (EBD) have difficulties and challenges making decision for independent living. The aim of the current study is to assess effect of occupational therapy and self-determination interventions on decision making and risky behaviors of students at risk of EBD. In a single-blind, randomized, controlled trial, 54 eligible students at risk of EBD were assessed using a computerized version of the Tower of London (TOL) and French decision-making Balloon Analogue Risk Task (BART) task. Participants were allocated randomly into two groups of intervention and control. The intervention groups underwent 1 session per week lasting 90 min for 8 weeks. Data were analyzed using chi-square and analysis of covariance (ANCOVA) using Statistical Package for the Social Sciences version 16. ANCOVA of the TOL items (planning time, total time, execution time, move score) shows a significant difference across both groups for planning time (p < 0.001). By comparing means of “move score” item pre- and post-intervention, it is found that the score of this item increases, but this difference was not statistically significant (mean pre = 26.59 mean post = 29.59 p = 0.06). The results of BART showed that “win number” and “average adjusted inflations/win balloon” had a significant effect on adolescents in the intervention group, but not on the control group. Our findings support self-determination intervention, especially occupation-based self-determination program could have an effect on some cognitive skills. The results suggest that intervention is feasible and shows preliminary efficacy in making better decision, planning and reducing risk-taking behavior.

Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3

Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) settings. We investigated the feasibility, implementation, and benefits of a whole-school mindfulness curriculum (MindUP) in an urban elementary school. This study is unique in that it investigated how to implement mindfulness curriculum within both general education and EBD student populations. Participants included 55 staff and 436 students. This study used a concurrent mixed methods design. The qualitative data included interviews, informal focus groups, and participant feedback, and the quantitative data included participant satisfaction surveys and teacher assessment of student behaviors before/after the curriculum. While implementing MindUP, teacher feedback was incorporated to adapt the program (e.g., decrease lesson length, provide supplemental child-friendly breathing activities). Qualitative data indicated the adapted MindUP program improved school climate and aided teachers with teaching coping skills, especially breathing techniques, to help their students self-regulate when stressed. Data indicated students in regular education improved in their aggression/disruptive behaviors, concentration/attention, and social/emotional competence, whereas students in the EBD program only improved in their aggression/disruptiveness (effect sizes 0.15 to 0.51). An adapted MindUP curriculum was accepted, implemented, effective, and sustainable in both the general education and EBD settings. The program helped students learn mindfulness-based coping strategies with breathing being the most beneficial mindfulness intervention for managing and reducing student stress and for creating a calmer school climate.

Vitamin D and Probability of Developmental Disorders among Perinatally HIV-Affected and Unaffected Ugandan Children.

We tested the hypothesis that vitamin D deficiency (VDD) is associated with higher developmental disorder probability in 604 children with perinatal HIV infection (CPHIV, n = 199), HIV exposed and uninfected (CHEU, n = 196), and HIV unexposed uninfected (CHUU, n = 201). Children at 6-18 years old and their adult caregivers were assessed at enrollment, 6, and 12-month follow-ups. Serum 25-hydroxyvitamin-D (25OHD) levels in children quantified per the NHANES protocol were used to define VD categories as VDD (25OHD < 20 ng/mL), VD insufficient (VDI, 20 ≤ 25OHD ≤ 25 ng/mL), and VD sufficient (VDS = reference group if 25OHD > 25 ng/mL). Perinatal HIV status per DNA polymerase chain reaction/HIV rapid diagnostic tests included: CPHIV, CHEU, and CHUU. Developmental stage was defined as pre-adolescent (age < 11) vs. adolescent (age ≥ 11) years. Caregiver responses to standardized questions from Behavioral Assessment System for Children, Third Edition (BASC-3), were used to calculate probability scores for four disorders, namely: autism (ASD), attention deficit & hyperactivity (ADHD), emotional behavioral disorder (EBD), functional impairment (FI), and resiliency at 0, 6 and 12 months. Multivariable longitudinal models estimated VD-associated standardized mean difference (SMD) and corresponding 95% confidence intervals (95% CI) in respective probability scores in Statistical Analysis Software (v.9.4). Baseline VDD vs. VDS predicted higher probability scores of moderate clinical importance for ASD, ADHD, EBD, and higher FI among pre-adolescents (SMD = 0.32 to 0.40, 95% CI: 0.00 to 0.74). VDD was not associated with resiliency or any developmental disorders among adolescents. VDD predicted higher developmental disorder and FI scores over 12 months in a developmental stage-dependent manner. This relationship requires further understanding to appropriately target future interventions.