Classroom-Based Interventions for Classroom-Based Interventions for Students with Emotional and Students with Emotional and

Behavioral DisordersBehavioral Disorders

Joseph WehbyJoseph Wehby

Associate ProfessorAssociate Professor

Special Education, Peabody CollegeSpecial Education, Peabody College

OverviewOverview

Interaction patterns in classroomsInteraction patterns in classrooms

Child effects on adult teaching behaviorsChild effects on adult teaching behaviors

Academic problems associated with Academic problems associated with emotional/behavioral disordersemotional/behavioral disorders

Recommend treatment of emotional/behavioral disorders Recommend treatment of emotional/behavioral disorders in classrooms in classrooms

Classroom instruction for students Classroom instruction for students with EBDwith EBD

SSeveral descriptive studies on children with or at-risk for everal descriptive studies on children with or at-risk for EBD have shown that teacher behavior may occasion EBD have shown that teacher behavior may occasion and maintain some of the problem behaviors that are and maintain some of the problem behaviors that are characteristic of these children.characteristic of these children.

Descriptive Classrooms Studies of Children Descriptive Classrooms Studies of Children with Emotional and Behavioral Disorderswith Emotional and Behavioral Disorders

Less than 2 praise statements per hourLess than 2 praise statements per hourMore engaged students received more positive teacher More engaged students received more positive teacher behaviors, less engaged students received more neglect and behaviors, less engaged students received more neglect and coercion from teachers, and were treated with less coercion from teachers, and were treated with less consistencyconsistencyTwice a many negative statement to students with or at-risk Twice a many negative statement to students with or at-risk for EBDfor EBDOver sixty percent of “to do” statements are social in natureOver sixty percent of “to do” statements are social in natureHigh risk students received more reprimands, more behavior High risk students received more reprimands, more behavior requests, and few opportunities to respond academicallyrequests, and few opportunities to respond academicallyStudents rated as aggressive are twice as likely to receive Students rated as aggressive are twice as likely to receive reprimands following inappropriate classroom behaviorreprimands following inappropriate classroom behaviorCompared to students with EBD, students without EBD are Compared to students with EBD, students without EBD are treated less harshly when committing similar behavioral treated less harshly when committing similar behavioral offensesoffenses..

Child Effect on Adult BehaviorChild Effect on Adult Behavior

In effective schools literature, practices highlight the role In effective schools literature, practices highlight the role teacher plays in directing students.teacher plays in directing students.

This adult focus suggests that children play a passive This adult focus suggests that children play a passive role in these interactions.role in these interactions.

However, research has shown that children may actively However, research has shown that children may actively influence the behavior of adults.influence the behavior of adults.

An Emerging Model of Deprivation within An Emerging Model of Deprivation within ClassroomsClassrooms

Students with emotional and behavioral disorders enter Students with emotional and behavioral disorders enter school with poor self-control, inadequate social skills, school with poor self-control, inadequate social skills, and above average levels of inappropriate behavior.and above average levels of inappropriate behavior.Current classroom interactions focus primarily on Current classroom interactions focus primarily on behavior (not academics); however, this focus is typically behavior (not academics); however, this focus is typically punitive and somewhat inconsistent.punitive and somewhat inconsistent.When interactions occur, most often around non-When interactions occur, most often around non-academic issues.academic issues.Instructional interactions the teachers do initiate often Instructional interactions the teachers do initiate often involved less challenging tasks that typically elicited involved less challenging tasks that typically elicited lower levels of student problem behavior. lower levels of student problem behavior. Correct academic responses by a student does not Correct academic responses by a student does not occasion teacher praise above chance levels.occasion teacher praise above chance levels.Curriculum of “non-instruction”.Curriculum of “non-instruction”.

This deprivation model suggest that a molar perspective This deprivation model suggest that a molar perspective of the causes of classroom misbehavior should be of the causes of classroom misbehavior should be incorporated within the more tradition molecular focus by incorporated within the more tradition molecular focus by looking at generalized patterns of teacher-student looking at generalized patterns of teacher-student interactions. interactions.

A molar perspective assumes the need for assessing the A molar perspective assumes the need for assessing the relation between problem behaviors and events that may relation between problem behaviors and events that may be seemingly unrelated (at least on a temporal basis). be seemingly unrelated (at least on a temporal basis).

How do children who exhibit significant How do children who exhibit significant behavior problems behavior respond when behavior problems behavior respond when more consistent and appropriate teacher more consistent and appropriate teacher interactions occur?interactions occur?

0

0.1

0.2

0.3

0.4

0.5

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Negative Behavior Negative Verbal Social Talk

Behavior Toward Peers During Class

Teacher Instruction On

Teacher Instruction Off

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0.1

0.2

0.3

0.4

0.5

0.6

Compliance Academic Questions Instructional Talk Hand-raises Child Removal

Academic Behaviors

Teacher Instruction On

Teacher Instruction Off

It appears that one solution to It appears that one solution to addressing the relationship between addressing the relationship between school performance and students with school performance and students with EBD is to change the nature of teacher-EBD is to change the nature of teacher-student interaction patterns within student interaction patterns within classrooms.classrooms.

Instructional InteractionsInstructional Interactions

Teaching Behaviors Targeted for InterventionTeaching Behaviors Targeted for Intervention Instructional TalkInstructional Talk Opportunities to respondOpportunities to respond FeedbackFeedback Contingent PraiseContingent Praise

Opportunities to RespondOpportunities to Respond

Studies indicate increased OTR leads toStudies indicate increased OTR leads to increased academic outcomesincreased academic outcomes increased task engagementincreased task engagement decreased inappropriate behaviordecreased inappropriate behavior

Teacher PraiseTeacher Praise

Studies indicate increased praise leads toStudies indicate increased praise leads to increased academic outcomesincreased academic outcomes increased task engagementincreased task engagement decreased inappropriate behaviordecreased inappropriate behavior

It has been suggested that ratios of praise to It has been suggested that ratios of praise to reprimands should range from 3:1 to 4:1reprimands should range from 3:1 to 4:1Descriptive research indicates ratios of praise to Descriptive research indicates ratios of praise to reprimands of 1:2 to 1:4reprimands of 1:2 to 1:4

Possible SolutionsPossible Solutions

Determine ways to help teachers monitor Determine ways to help teachers monitor their instructional behavior toward their instructional behavior toward students who engage in problem behaviorstudents who engage in problem behavior..

Self-EvaluationSelf-Evaluation

PredictionPrediction

Sharing of observed rates of praise.Sharing of observed rates of praise.

Examples of effective praise.Examples of effective praise.

TrainingTraining

Goal setting.Goal setting.

Total PraiseTotal Praise

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0.5

1

1.5

2

Pretreatment Treatment Maintenance

Time (phase)

Mea

n T

P p

er m

in

Treatment

No Treatment

Total OTRTotal OTR

0

0.5

1

1.5

2

2.5

Pretreatment Treatment Maintenance

Time (phase)

Mea

n T

OT

R p

er m

in

Treatment

No Treatment

Students’ Correct ResponsesStudents’ Correct Responses

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0.5

1

1.5

2

Pretreatment Treatment Maintenance

Time (phase)

Mea

n C

R p

er m

in

Treatment

No Treatment

Academic Characteristics of Students Academic Characteristics of Students with EBDwith EBD

Relationship between behavioral problems and Relationship between behavioral problems and academic underachievement has been well documented academic underachievement has been well documented in research literaturein research literaturePrognosis for students who have both behavioral and Prognosis for students who have both behavioral and learning problems is extremely poor; they experience learning problems is extremely poor; they experience school failure and drop out of school at much higher school failure and drop out of school at much higher rates than any other disability grouprates than any other disability group

Ineffective Classrooms As a Cause of Ineffective Classrooms As a Cause of Antisocial BehaviorAntisocial Behavior

Academic failure leads to little reinforcement for Academic failure leads to little reinforcement for students.students.

School begins to take on aversive properties.School begins to take on aversive properties.

Increase in negative behavior.Increase in negative behavior.

Students influence teacher instructional behaviorStudents influence teacher instructional behavior

If this cycle continues, may lead to more delinquent acts If this cycle continues, may lead to more delinquent acts and school failure or dropout.and school failure or dropout.

With increased academic standards, an increasing With increased academic standards, an increasing number of children who are at-risk for academic number of children who are at-risk for academic problems may show problem behavior.problems may show problem behavior.

Overemphasis on behavior controlOveremphasis on behavior control

Teacher reliance on ineffective strategiesTeacher reliance on ineffective strategies

Inadequate teacher preparation and Inadequate teacher preparation and supportsupport

Lack of an effective on academic Lack of an effective on academic instructioninstruction

Conclusions from Classroom Interactions Conclusions from Classroom Interactions ResearchResearch

It seems clear that children with It seems clear that children with emotional/behavioral disorders actively influence emotional/behavioral disorders actively influence the behavior of adults in classrooms.the behavior of adults in classrooms.Yet, when appropriate adult instructional Yet, when appropriate adult instructional patterns are observed, students seem to engage patterns are observed, students seem to engage in higher levels of engagement and lower levels in higher levels of engagement and lower levels of inappropriate behavior.of inappropriate behavior.An unanswered question is what levels of An unanswered question is what levels of support are needed to maintain ‘good teaching’ support are needed to maintain ‘good teaching’ when working with students who display when working with students who display emotional/behavioral disorders.emotional/behavioral disorders.

Keys to Effective SupportKeys to Effective Support

Early intervention is key, before behavioral and Early intervention is key, before behavioral and academic deficits become too pronounced.academic deficits become too pronounced.Target both child and adult behavior in order to promote Target both child and adult behavior in order to promote development and maintenance of new skills.development and maintenance of new skills.Emphasize the importance of addressing both academic Emphasize the importance of addressing both academic and social behaviors simultaneously.and social behaviors simultaneously.Provide ongoing support for both teachers and students.Provide ongoing support for both teachers and students.Increase the frequency of critical teaching behaviors like Increase the frequency of critical teaching behaviors like praise and opportunities to respond.praise and opportunities to respond.Interventions should be comprehensive.Interventions should be comprehensive.

Vanderbilt Behavior Research CenterVanderbilt Behavior Research Center

The purpose of the project is to focus on The purpose of the project is to focus on assessing the impact of a classroom- and assessing the impact of a classroom- and teacher-focused intervention. More specifically, teacher-focused intervention. More specifically, using research sites across three states, random using research sites across three states, random assignment of participants, and multiple assignment of participants, and multiple behavioral and academic measures, we will behavioral and academic measures, we will assess the impact of an empirically-valid assess the impact of an empirically-valid classroom management program supplemented classroom management program supplemented with teacher self-evaluation, a group with teacher self-evaluation, a group contingency reinforcement system, and contingency reinforcement system, and academic tutoring on the social and academic academic tutoring on the social and academic performance of students identified as having performance of students identified as having emotional and behavioral disorders.emotional and behavioral disorders.

Intervention ComponentsIntervention Components

Classroom Organization and Management Program Classroom Organization and Management Program (COMP)(COMP)

Teacher Self-MonitoringTeacher Self-Monitoring

Good Behavior GameGood Behavior Game

3-5 hours of behavior consultant in classrooms each 3-5 hours of behavior consultant in classrooms each week.week.

Reading tutoring 3 times per weekReading tutoring 3 times per week

Vanderbilt Behavior Research Vanderbilt Behavior Research CenterCenter

Vanderbilt UniversityVanderbilt University

Virginia Commonwealth UniversityVirginia Commonwealth University

University of MinnesotaUniversity of Minnesota

ParticipantsParticipants

90 elementary and special education classrooms.90 elementary and special education classrooms.

217 elementary age students217 elementary age students 67 167 1stst graders graders 81 281 2ndnd graders graders 69 369 3rdrd graders graders

83 students identified as at-risk83 students identified as at-risk

134 students receiving special education students 134 students receiving special education students for behavior problems (e.g. emotional disturbance, for behavior problems (e.g. emotional disturbance, learning disabilities, mild mental retardation)learning disabilities, mild mental retardation)

VBRCVBRC

Intervention is designed to last 12 monthsIntervention is designed to last 12 months

Assessment will take place at 5 time Assessment will take place at 5 time points plus a 1 year follow-up.points plus a 1 year follow-up.

Data will include evaluation of intervention Data will include evaluation of intervention for sample as a whole as well as special for sample as a whole as well as special education classrooms versus general education classrooms versus general education classrooms.education classrooms.