Needs of Students with Emotional or Behavioral Disorders

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Table of Contents

Introduction
School Performance of the Target Population
Factors Affecting School Performance of Middle-School Students with EBD
Measures Undertaken to Address the Issue
Research Methods
Conclusion
References

Introduction

Specific attention is paid to the mental health and psychological wellbeing of adolescents due to the peculiarities of this developmental age. However, middle-school students with emotional or behavioral disorders (EBD) also have special needs that are closely related to their academic performance (Gage et al., 2017; Lane & Carter, 2006). These children face numerous challenges while still lacking the awareness of effective coping strategies, which has adverse effects on their wellbeing. Although quite extensive research on the matter has been implemented, numerous gaps are still apparent.

School Performance of the Target Population

Middle-school students with EBD often perform less successful than their peers without such health issues, which has been supported by a considerable bulk of evidence obtained in diverse studies. Sutherland and Snyder (2007) noted that reading skills deteriorated significantly among such children and over 80% of middle-school students with EBD read below grade level. A study that utilized national survey data suggested that over 40% of students having EBD scored in the bottom quartile on their Calculus subtest (Gage et al., 2017). According to Gage et al. (2017), most of the target population performs at the 25th percentile level or lower in general academic functioning. At the same time, Gage et al. (2017) added that the heterogeneity of findings is apparent as a considerable part of such students perform well, which was associated with the degree of restrictiveness that characterized the corresponding educational setting.

In addition to academic issues, students with EBD also display inappropriate behavioral patterns that contribute to these children’s school-based challenges. It has been estimated that middle-school students with EBD are much more often suspended from classes compared to their peers (Smith et al., 2018). The drop rate among the cohort under study is also higher (50% in children with EBD and 44% among students without such disorders) (Smith et al., 2018). Academic and behavioral issues also tend to make middle-school students with EBD more alienated and prevent the development of effective social skills (Gage et al., 2017). These students often lack social ties in the educational setting, which is associated with a low level of connectedness and commitment to academic goals or life plans in general.

Factors Affecting School Performance of Middle-School Students with EBD

Diverse factors excluding the health conditions have an impact on the academic progress of middle-school students with EBD. Family-related issues are seen as some of the central reasons for low academic achievement among the target group. Families are expected to serve as a valuable and principal source of support for vulnerable children but often become a source of more issues (Lane & Carter, 2006). Such aspects as poor communication, “discordant partner relationship,” and insufficient social support predicted middle-school students’ maladaptive behaviors and academic issues (Stoutjesdijk et al., 2016, p. 199). Multiple out-of-home placement moves also negatively affect children’s performance at school (Barth et al., 2007). It was also reported that placement without a sibling was associated with more intense maladaptive behavior and more severe symptoms of the disorder. Children in a one-parent family were at a higher risk of the development of EBD than their counterparts with no such health issues (Gage et al., 2017). Gage et al. (2017) also noted that students with EBD were specifically vulnerable in underserved communities. Socioeconomic peculiarities of these families affected parental involvement and the mental health of the group under consideration.

Another factor that has an impact on the target population’s performance at school is closely connected with the educational setting. Victimization and school climate intensify the symptoms of perceived EBD (La Salle et al., 2018). It has been suggested that educators and administrators are partially responsible for the existence of negative aspects in the overall school atmosphere (La Salle et al., 2018). The lack of collaboration between schools and families also contributes to the adverse effects of school climate on children’s mental health (Lane & Carter, 2006). Parental involvement is regarded as an important premise for the creation of effective interventions aimed at enhancing students’ commitment to academic success (Gage et al., 2017). The lack of families’ engagement is often associated with socioeconomic issues, as well as organizational barriers.

It is noteworthy that teachers’ experience and other characteristics have been explored in several studies. For instance, Gage et al. (2017) found no links between teachers’ characteristics and the academic achievement of students with EBD. The researchers concentrated on educators’ experience, educational level, and certification status (Gage et al., 2017). McCurdy et al. (2016) reported that teachers’ personal traits and leadership styles were associated with the performance and commitment of middle-school students with EBD. Gage et al. (2017) also noted that the teaching strategies and the social skills employed by educators could affect learners’ achievement and mental wellbeing.

Measures Undertaken to Address the Issue

Based on the current research and accumulated data, numerous strategies and approaches to address the issue have been developed. One of the most apparent features of the measures undertaken to help students enhance their academic performance is related to support. School-based interventions are common steps taken to address the problem. The provision of support and guidance has proved to be effective in improving the target cohort’s performance. For instance, the provision of feedback and assistance in goal establishment showed positive outcomes (Ilies & Judge, 2005). Children with EBD who received positive feedback were more likely to improve their performance compared to those who got negative feedback. Feedback can come from different sources, including peers, schools, and families.

School commitment can be improved through the use of peer tutoring and peer-related projects (Sutherland & Snyder, 2007). A program based on peer tutoring led to positive results as students with EBD who participated in the intervention improved their academic performance and displayed maladaptive behavior occasionally (Sutherland & Snyder, 2007). At the same time, those children with EBD who did not take part in the program showed the same or worsen academic results and behavioral patterns. Although Sutherland and Snyder (2007) mentioned that the limited sample prevents the researchers from generalizing the findings, the potential benefits of such treatment models became apparent.

Research Methods

As mentioned above, the issue has attracted substantial attention in academia, and various studies have been conducted. Quantitative and qualitative research methods have been utilized to explore the factors affecting the target cohort’s performance and the strategies developed to improve these children’s achievement. These two areas have gained momentum, and numerous longitudinal studies have unveiled these students’ needs and the effectiveness of some measures design to address the problem (Lloyd et al., 2018). When evaluating the effectiveness of existing programs, a common limitation has been identified (Lloyd et al., 2018). Researchers tend to use limited samples and rely on qualitative designs. However, Lloyd et al. (2018) also noted that qualitative studies are still needed since they help in the examination of stakeholders’ views and attitudes towards the undertaken measures, which is critical for the identification of their motivation and compliance with the developed guidelines.

National surveys are often utilized to access quantitative data regarding the performance of children with EBD, but investigators tend to employ different measurements, which undermines the development of comprehensive evaluation standards. Lloyd et al. (2018) added that the reviews of the most recent findings are needed to facilitate the accumulation of data. Hsin et al. (2016) noted that online data collection strategies that are utilized by novice researchers lack precision, which could influence the quality of their research. Gage et al. (2017) emphasized that more research based on quantitative and qualitative data is necessary to examine the exact impact of educators’ characteristics on the academic performance of students with EBD and the school-based interventions aimed at helping such students.

Conclusion

This literature review unveils some peculiarities of the research regarding the academic performance of middle-school students’ academic performance. Although extensive research has been implemented during the past decades, various gaps still persist. These gaps are related to such areas as factors contributing to the problem and existing measures to mitigate the negative influence of the disorder on children’s academic performance. More studies concentrating on educators’ personal characteristics and leadership styles are needed. Valid standards and measurements regarding the evaluation of interventions aimed at assisting students with EBD. Researchers should also utilize diverse research methods and techniques to explore different facets of the problem in question.

References

Barth, R. P., Lloyd, E. C., Green, R. L., James, S., Leslie, L. K., & Landsverk, J. (2007). Predictors of placement moves among children with and without emotional and behavioral disorders.Journal of Emotional and Behavioral Disorders, 15(1), 46-55. Web.

Gage, N. A., Adamson, R., MacSuga-Gage, A. S., & Lewis, T. J. (2017). The relation between the academic achievement of students with emotional and behavioral disorders and teacher characteristics.Behavioral Disorders, 43(1), 213-222. Web.

Hsin, C. T., Cheng, Y. H., & Tsai, C. C. (2016). Searching and sourcing online academic literature. Online Information Review, 40(7), 979-997. Web.

Ilies, R., & Judge, T. A. (2005). Goal regulation across time: The effects of feedback and affect.Journal of Applied Psychology, 90(3), 453-467. Web.

Lane, K. L., & Carter, E. W. (2006). Supporting transition-age youth with and at risk for emotional and behavioral disorders at the secondary level.Journal of Emotional and Behavioral Disorders, 14(2), 66-70. Web.

La Salle, T., George, H. P., McCoach, D., Polk, T., & Evanovich, L. L. (2018). An examination of school climate, victimization, and mental health problems among middle school students self-identifying with emotional and behavioral disorders.Behavioral Disorders, 43(3), 383-392. Web.

Lloyd, B.P., Bruhn, A. L., Sutherland, K. S., & Bradshaw, C. P. (2018). Progress and priorities in research to improve outcomes for students with or at risk for emotional and behavioral disorders.Behavioral Disorders, 44(2), 85-96. Web.

McCurdy, B. L., Thomas, L., Truckenmiller, A., Rich, S. H., Hillis-Clark, P., & Lopez, J. C. (2016). School-wide positive behavioral interventions and supports for students with emotional and behavioral disorders.Psychology in the Schools, 53(4), 375-389. Web.

Smith, S. W., Poling, D. V., & Worth, M. R. (2018). Intensive intervention for students with emotional and behavioral disorders.Learning Disabilities Research & Practice, 33(3), 168-175. Web.

Stoutjesdijk, R., Scholte, E. M., & Swaab, H. (2016). Impact of family functioning on classroom problem behavior of children with emotional and behavioral disorders in special education.Journal of Emotional and Behavioral Disorders, 24(4), 199-210. Web.

Sutherland, K. S., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders.Journal of Emotional and Behavioral Disorders, 15(2), 103-118. Web.

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