A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies
Manuela Sanches-Ferreira , Sílvia Alves , Mónica Silveira-Maia , Miguel Santos , Crispino Tosto , Antonella Chifari , Colin McGee , Nicola Lo Savio , Sebastian Bilanin , Gianluca Merlo
Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for education.
- Pub. date: January 15, 2021
- Pages: 241-259
- 1410 Downloads
- 1823 Views
- 2 Citations
Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.
disruptive behaviors social emotional and behavioral difficulties intervention systematic review
Keywords: Disruptive behaviors, social, emotional and behavioral difficulties, intervention, systematic review.
References
Achenbach, T. (1991). Child behavior checklist. University of Vermont.
Achenbach, T.M. & Rescorla, L.A. (2001) Manual for the ASEBA School-Age Form & Profiles. University of Vermont, Research Center for Children,Youth, and Families.
Allday, R. A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training general educators to increase behavior-specific praise: Effects on students with EBD. Behavioral Disorders, 37(2), 87-98.
Anderson, C. M., & Borgmeier, C. (2007). Efficient functional behavior assessment: the functional assessment checklist for teachers and staff (FACTS). Educational and Community Supports.
Arici-Ozcan, N., Cekici, F., & Arslan, R. (2019). The relationship between resilience and distress tolerance in college students: The mediator role of cognitive flexibility and difficulties in emotion regulation. International Journal of Educational Methodology, 5(4), 525-533. htpps://doi.org/ 10.12973/ijem.5.4.525
Baba, C., & Tanaka-Matsumi, J. (2011). Positive behavior support for a child with inattentive behavior in a Japanese regular classroom. Journal of Positive Behavior Interventions, 13(4), 250-253.
Bijou, S. W., Peterson, R. F., & Ault, M. H. (1968). A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1(2), 175–191.
Briere, D., & Simonsen, B. (2011). Self-monitoring interventions for at-risk middle school students: The importance of considering function. Behavioral Disorders, 36(2), 129–140.
Bunch-Crump, K. R., & Lo, Y. (2017). An Investigation of Multitiered Behavioral Interventions on Disruptive Behavior and Academic Engagement of Elementary Students. Journal of Positive Behavior Interventions, 19(4), 216-227. https://doi.org/10.1177/1098300717696939
Bunch-Crump, K. R., & Lo, Y. (2017). An investigation of multitiered behavioral interventions on disruptive behavior and academic engagement of elementary students. Journal of Positive Behavior Interventions, 19(4), 216-227.
Campbell, A., & Anderson, C. M. (2008). Enhancing effects of Check-In/Check-Out with Function-Based Support. Behavioral Disorders, 33(4), 233-245.
Campbell, A., & Anderson, C. M. (2011). Check-in/Check-Out: A systematic evaluation and component analysis. Journal of Applied Behavior Analysis, 44(3), 451-461.
Carter, D. R., & Horner, R. H. (2009). Adding function-based behavioral support to First Step to Success: Integrating individualized and manualized practices. Journal of Positive Behavior Interventions, 11(1), 22-34.
Cefai, C., Cooper, P., & Camilleri, L. (2008). Engagement time: a national study of students with social, emotional and behaviour difficulties in Maltese schools. European Centre for Educational Resilience and Socio-Emotional Health.
Chafouleas, S. M., Volpe, R. J., Gresham, F. M., & Cook, C. R. (2010). School-based behavioral assessment within problem-solving models: Current status and future directions. School Psychology Review, 39(3), 343-349.
Charlesbois, P., Brendgen, M., Vitaro, F., Normandeau, S., & Boudreau, J. F. (2003). Examining dosage effects on prevention outcomes: Results from a multi-modal longitudinal preventive intervention for young disruptive boys. Journal of School Psychology, 42(3), 201-220.
Clunies‐Ross, P., Little, E., & Kienhuis, M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710.
Cohen, E, & Rozenblat, R. (2015). Applied, behavioral, analytic and technological: A current literature review on the use of technologies in behavior analysis. European Journal of Behavior Analysis, 16(2), 178–87. https://doi.org/10.1080/1502 1149.2015.1085720.
Cook, C. R., Collins, T., Dart, E., Vance, M. J., McIntosh, K., Grady, E. A., & Decano, P. (2014). Evaluation of the Class Pass Intervention for typically developing students with hypothesized escape-motivated disruptive classroom behavior. Psychology in the Schools, 51(2), 107-125.
Cooper, P. & Cefai, C. (2013). Understanding and supporting students with social, emotional and behavioural difficulties: A practical guide for staff in schools. European Centre for Educational Resilience and Socio-Emotional Health, University of Malta.
Cooper, P., & Jacobs, B. (2011). Evidence of best practice models and outcomes in the education of children with Emotional Disturbance/Behavioural Difficulties: An international review. National Council for Special Education.
Crone, D. A., Hawken, L. S., & Horner, R. H. (2003). Responding to problem behavior in schools: The behavior education program. Guilford Press.
De Martini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(2), 149-156.
Di Gennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teacher’s implementation integrity and students’ inappropriate behaviour in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447-461.
Dunlap, G., Kern-Dunlap, L., Clarke, S., & Robbins, F. R. (1991). Functional assessment, curricular revision, and severe behavior problems. Journal of Applied Behavior Analysis, 24(2), 387–397.
DuPaul, G. J., & Weyandt, L. L. (2006). School based intervention for children with Attention Deficit Hyperactivity Disorder: Effects on academic, social, and behavioral functioning. International Journal of Disability, Development and Education, 53(2), 161–176.
Edwards, R. P. (2002). A tutorial for using the functional assessment informant record for teachers. Proven Practice: Prevention and Remediation Solutions for Schools, 4, 31–33.
Emmer, E. T., & Stough, L. (2001). Classroom management: A critical part of Educational Psychology, with implications for teacher education. Educational Psychologist, 36(2), 103-112.
Evans, J., Harden, A., & Thomas, J. (2004), What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research. Journal of Research in Special Educational Needs, 4(1), 2-16. https://doi.org/10.1111/J.1471-3802.2004.00015.x
Fovet, F. (2009, October). Impact of the use of Facebook amongst students of high school age with Social, Emotional and Behavioural Difficulties (SEBD). In 2009 39th IEEE Frontiers in Education Conference (pp. 1-6). IEEE.
Fuchs, D., & Fuchs, L. (1989). Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. School Psychology Review, 18(2), 260-283.
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. American Guidance Service.
Gresham, F. M., Van, M. B., & Cook, C. R. (2006). Social skills training for teaching replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31(4), 363-377.
Gunter, P. L., Coutinho, M. J., & Cade, T. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems. Preventing School Failure: Alternative Education for Children and Youth, 46(3), 126-132.
Hansen, B. D., Wills, H. P., Kamps, D. M., & Greenwood, C. R. (2014). The effects of function-based self-management interventions on student behavior. Journal of Emotional and Behavioral Disorders, 22(3), 149-159.
Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with behavioural disorders in general education settings. Psychology in the Schools, 42(8), 779- 794.
Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. https://doi.org/10.1177/001440290507100203
Janney, D. M. (2008). Functional Assessment and Motivation Interview/Questionnaire. University of Arizona.
Janney, D. M., Umbreit, J., Ferro, J. B., Liaupsin, C. J., & Lane, K. L. (2013). The effect of the extinction procedure in function-based intervention. Journal of Positive Behavior Interventions, 15(2), 113-123.
Kern, L., Dunlap, G., Clarke, S., & Childs, K. E. (1994). Student assisted functional assessment interview. Diagnostique, 19(2-3), 20–39.
Kilgus, S. P., Fallon, L. M., & Feinberg, A. B. (2016). Function-based modification of Check-In/Check-Out to influence escape-maintained behavior. Journal of Applied School Psychology, 32(1), 24-45.
Lambert, M. C., Cartledge, G., Heward, W. L., & Lo, Y. (2006). Effects of Response Cards on disruptive behavior and academic responding during math lessons by fourth-grade urban students. Journal of Positive Behavior Interventions, 8(2), 88-99.
Lasserson, T. J., Thomas, J., & Higgins, J. P. T. (2019). Starting a review. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, M. J. Page, & V. A. Welch (Eds.), Cochrane handbook for systematic reviews of interventions (2nd ed., pp. 3–12). Cochrane.
Lien-Thorne, S., & Kamps, D. (2005). Replication study of the First Step to Success Early Intervention Program. Behavioral Disorders, 31(1), 18-32.
Lin, H., Wu, W., Wu, T., & Yang, S. (1992). Personality and Behavior Scale. Ministry of Education of Tawain.
Ling, S., Hawkins, R. O., & Weber, D. (2011). Effects of a classwide interdependent group contingency designed to improve the behavior of an at-risk student. Journal of Behavioral Education, 20(2), 103-116.
Little, E., Hudson, A., & Wilks, R. A. Y. (2002). The efficacy of written teacher advice (tip sheets) for managing classroom behaviour problems. Educational psychology, 22(3), 251-266.
Lo, Y., Mustian, A. L., Brophy, A., & White, R. B. (2011). Peer-mediated social skill instruction for African American males with or at risk for mild disabilities. Exceptionality, 19(3), 191-209.
Maddern, L., Franey, l-. McLaughlin, V., & Cox, S. (2004). An evaluation of the impact of an interagency intervention programme to promote social skills in primary school children. Educational Psychology in Practice, 20(2), 135-155.
March, R. E., Horner, R. H., Lewis-Palmer, T., Brown, D., Crone, D., Todd, A.W., & Carr, E. (2000). Functional assessment checklist: Teachers and staff (FACTS). Educational and Community Supports.
Merlo G, Chiazzese G, Sanches-Ferreira M, CHifari, A., Seta, L., McGee, C., Mirisola, A., & Giammusso, I. (2018). The WHAAM application: a tool to support the evidence-based practice in the functional behaviour assessment. BMJ Health & Care Informatics, 25(2), 63-70. https://doi.org/10.14236/jhi.v25i2.919
Miller, A. (1995). Teachers’ attributions of causality, control and responsibility in respect of difficult pupil behaviour and its successful management. Educational Psychology, 15(4), 457–471.
Miller, L. M., Dufrene, B. A., Sterling, H. E., Olmi, D. J., & Bachmayer, E. (2015). The effects of Check-In/Check-Out on problem behavior and academic engagement in elementary school students. Journal of Positive Behavior Interventions, 17(1), 28-38.
Mong, M. D., Johnson, K. N., & Mong, K. W. (2011). Effects of Check-In/Checkout on behavioral indices and mathematics generalization. Behavioral Disorders, 36(4), 225-240.
Mooney, P., Epstein, M. H., Reid, R., & Nelson, L. R. (2003). Status of and trends in academic intervention research for students with emotional disturbance. Remedial and Special Education, 24(5), 273-287.
Moore, D. W., Anderson, A., & Kumar, K. (2005). Instructional adaptation in the management of escape-maintained behavior in a Classroom. Journal of Positive Behavior Interventions, 7(4), 216-223.
Moore, D. W., Prebble, S., Robertson, J., Waetford, R., & Anderson, A. (2001). Self-recording with goal setting: a self-management programme for the classroom. Educational psychology, 21(3), 255-265.
Mowat, J. G. (2010). Inclusion of pupils perceived as experiencing social and emotional behavioural difficulties (SEBD): Affordances and constraints. International Journal of Inclusive Education, 14(6), 631-648.
O’Neill, R. E., Horner, R. H., Albin, R. W., Sprague, J. R., Storey, K., & Newton, J. S. (1997). Functional assessment and program development for problem behavior: A practical handbook (2nd ed.). Brooks/Cole Publishing.
O’Neill, R. E., Horner, R. H., Albin, R. W., Storey, K., & Sprague, J. R. (1990). Functional analysis of problem behavior: A practical assessment guide. Sycamore.
Panacek, L. J., & Dunlap, G. (2003). The social lives of children with emotional and behavioral disorders in self-contained classrooms: A descriptive analysis. Exceptional Children, 69(3), 333-348.
Parsonson, B. S. (2012). Evidence-based classroom behaviour management strategies. Kairaranga, 13(1), 16-23.
Patterson, S. Y., Smith, V., & Mirenda, P. (2012). A systematic review of training programs for parents of children with autism spectrum disorders: Single subject contributions. Autism, 16(5), 498-522. https://doi.org/10.1177/1362361311413398
Regan, H., & Howe, J. (2017). Video self-modelling: An intervention for children with behavioural difficulties. Educational Psychology in Practice, 33(1), 93-102.
Restori, A. F., Gresham, F. M., Chang, T., Lee, H. B., & Laija-Rodriquez, W. (2007). Functional assessment-based interventions for children at-risk for emotional and behavioral disorders. The California School Psychologist, 12, 9-30.
Riney, S. S., & Bullock, L. M. (2012). Teachers' perspectives on student problematic behavior and social skills. Emotional and Behavioural Difficulties, 17(2), 195-211.
Sadik, F. (2017). Children and discipline: Investigating secondary school students’ perception of discipline through metaphors. European Journal of Educational Research, 7(1), 31-44. https://doi.org/10.12973/eu-jer.7.1.31
Scott, T. M., Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy, 3(2), 223-235.
Shapiro, E. S. (2004). Academic skills problems workbook (2nd ed.). Guilford.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
Smith, J. D. (2012). Single-case experimental designs: a systematic review of published research and current standards. Psychological Methods, 17(4), 510–550. https://doi.org/10.1037/a0029312
Stage, S.A., & Quiroz, D. R. (1997). A meta-analysis of interventions to decrease disruptive classroom behavior in public education settings. School Psychology Review, 26(3), 333-368.
Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child and Family, Behavior Therapy, 24(1-2), 23-50.
Organisation for Economic Co-operation and Development. (2019). TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, OECD Publishing. https://doi.org/10.1787/1d0bc92a-en
Tapp, J. T., Wehby, J. H., & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods, Instruments & Computers, 27(1), 25–31.
Trussell, R. P., Lewis, T. J., & Raynor, C. (2016). The impact of universal teacher practices and function-based behavior interventions on the rates of problem behaviors among at-risk students. Education and Treatment of Children, 39(3), 261-282.
Umbreit, J., & Ferro, J. B. (2015). Function-based intervention: Accomplishments and future directions. Remedial and Special Education, 36(2), 89-93.
Umbreit, J., Lane, K. L., & Dejud, C. (2004). Improving classroom behavior by modifying task difficulty: Effects of increasing the difficulty of too-easy tasks. Journal of Positive Behavior Interventions, 6(1), 13-20.
Vance, M. J., Gresham, F. M., & Dart, E. H. (2012). Relative effectiveness of DRO and self-monitoring in a general education classroom. Journal of Applied School Psychology, 28(1), 89-109.
Vannest, K. J., Davis, J. L., Davis, C. R., Mason, B. A., & Burke, M. D. (2010). Effective intervention for behaviour with a daily behavior report card: A meta-analysis. School Psychology Review, 39(4), 654–672.
Walker, H. M., & Severson, H. H. (1992). Systematic screen for behavior disorders: User’s guide and administration manual (2nd ed.). Sopris West.
Walker, H. M., Stiller, B., Golly, A., Kavanagh, K., Severson, H. H., & Feil, E. G. (1997). First Step to Success: Helping children overcome antisocial behavior. Implementation guide. Sopris West.
Wilkinson, L. A. (2005). An evaluation of conjoint behavioral consultation as a model for supporting students with emotional and behavioral difficulties in mainstream classrooms. Emotional and Behavioural Difficulties, 10(2), 119-136.
Wolf, M. M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203
Wu, C., Lo, Y., Feng, H., & Lo, Y. (2010). Social skills training for Taiwanese students at risk for emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 18(3), 162-177.