Generalizing Behaviors Among Emotionally Disturbed Students

2014 words - 8 pages

Literature Review
The study examines the various interventions used for students with emotional disturbance and how studies have progressed in the understanding of working with students with behavioral needs. It is critical to understand that many of these individuals exhibit disturbing behaviors, because they have a suspected or identified disability. Some individuals may have behavioral difficulties because of environmental factors and when factors change, due to academic or emotional needs not being met, they may learn to behave in appropriate ways. Additionally, they will learn very quickly that their disability is not accepted by others; even by those that love them. The disapproval is not cognizant of the individual’s lack of ability to control the behavior. The future for many students with emotional disturbance is not promising (Zionts, P., Zionts, L., & Simpson, 2002, p. 37). Also, according to Zionts et al., (2002), it is not so much the behaviors that are exhibited, but the intensity and duration of the behaviors that set the students apart from their peers. Furthermore, although some behaviors can be cured, many other disorders that have longer durations must be managed and the people working with emotionally disturbed students must be aware of their conditions. In other words, educators must implement interventions that assist students with emotional disturbance in being successful in the classrooms and track these interventions, as well as the results, with fidelity. “Special programs usually attempt to provide a structured environment where students experience a high degree of success; rules and routines are predictable; and students are consistently rewarded for appropriate behavior management techniques such as positive reinforcement, token economies, contracting, and timeout, which rely on direct measurement and monitoring of behavioral change are commonly used in SED programs the assessment and systematic teaching of social skills through modeling discussion and rehearsal are frequently used to help students increase control over their behavior and improve their relations with their peers.” This is according to the Council for Exceptional Children (p.1)
Durlak, Weissberg, Dymnick, Taylor, & Schellinger (2011) emphasized the importance that schools play in fostering healthy children. Furthermore, they recognized that although teachers are under pressure to improve academic performance, with limited resources, they are also expected to be advocates for students’ social and emotional development. Extensive developmental research indicates that effect of mastery of social emotional competencies is associated with greater well-being and better school performance resin failure to achieve competence in these areas, which can lead to a variety of personal social and academic difficulties. During the past dozen years there have been many informative research studies of school-based prevention and promotion programming....

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