Starting to implement those new findings already with children that show behavioural and emotional deficits will support them to grow up to be stable adults. Most important in such cases, is that educators as well as parents have to realize that the affected children have to be recognized as disabled and accordingly treated. Behavior and emotional deficits are not just a willing misbehavior from the child it is a disability.
Table of Contents
1. Introduction
2. Wexler David B. (1975). Behavior Modification and Legal Developments
3. Bodenmann, G., Cina, A., Ledermann, T., & Sanders, M.R. (2008). The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behaviour
4. Crum Cherry F. (2004). Using a Cognitive-Behavioral Modification Strategy to Increase On-Task Behavior of a Student with a Behavior Disorder
5. Gulchak Daniel J. (2008). Using a Mobile Handheld Computer to Teach a Student with an Emotional and Behavioral Disorder to Self-Monitor Attention
6. Albrecht Susan Fread. (2008). Time Away: A Skill-Building Alternative to Discipline
7. Summary with Evaluation
Objectives and Research Themes
This research project aims to provide a comprehensive understanding of Emotional Behavior Deficit (EBD) by analyzing the evolution of treatment methodologies, ranging from historical, invasive practices to modern, evidence-based cognitive-behavioral strategies and preventive family-oriented programs.
- Historical development of behavioral modification strategies
- Evaluation of the efficacy of the Triple P-Positive Parenting Program
- Application of Cognitive-Behavioral Management (CBM) in classroom settings
- Implementation of modern technology, such as mobile handheld computers, for student self-monitoring
- Alternative disciplinary approaches like the Time-Away Process
Excerpt from the Book
Crum Cherry F. (2004). Using a Cognitive-Behavioral Modification Strategy to Increase On-Task Behavior of a Student with a Behavior Disorder.
In her study Cherry Crum researched a self-monitoring system and its effectiveness in a school environment, in order to decrease unwanted behavior and increase wanted behavior. Crum decided on using the cognitive-behavioral management (CBM) system. Detailed she describes and highlights the importance of using the material adapted from the Tough Kid Tool Box (Jensen et al., 1994) which includes to provide the student with the On-Task/Working Monitoring Form and expecting him to properly fill it out, induced the student to observe his own behavior.
To show the outcome of the study Crum collected the data and scientifically evaluated this on a percentage base individually for each on-task behavior. The overall outcome of her study shows the successful use of cognitive behavior management on children with behavior deficits. CBM proofed to be a simple strategy tool in order to teach children to gain control over their own deficits and manage them independently.
I did know about CBM, but until I found Crum’s study it seemed to me more as some strategy that is not workable in a real life classroom setting. Further on I doubted the effectiveness of using the CBM. Crum’s study is educating and makes the use of the cognitive behavior management program understandable.
Summary of Chapters
1. Introduction: Provides an overview of the evolution of behavioral treatment, emphasizing the necessity of viewing emotional deficits as disabilities rather than wilful misbehavior.
2. Wexler David B. (1975). Behavior Modification and Legal Developments: Analyzes the transition from aversive techniques like electroconvulsive therapy to more promising positive reward therapies.
3. Bodenmann, G., Cina, A., Ledermann, T., & Sanders, M.R. (2008). The efficacy of the Triple P-Positive Parenting Program in improving parenting and child behaviour: Highlights the critical role of parental involvement and preventive interventions in addressing child behavioral disorders.
4. Crum Cherry F. (2004). Using a Cognitive-Behavioral Modification Strategy to Increase On-Task Behavior of a Student with a Behavior Disorder: Demonstrates the practical effectiveness of self-monitoring systems within the classroom using cognitive-behavioral management.
5. Gulchak Daniel J. (2008). Using a Mobile Handheld Computer to Teach a Student with an Emotional and Behavioral Disorder to Self-Monitor Attention: Explores the integration of modern technology to improve data accuracy and student success in self-monitoring.
6. Albrecht Susan Fread. (2008). Time-Away: A Skill-Building Alternative to Discipline: Examines a conflict resolution-focused approach that requires active student-teacher interaction following behavioral incidents.
7. Summary with Evaluation: Synthesizes the findings to advocate for a multi-faceted approach combining preventive parenting programs, CBM, and modern technological aids.
Keywords
Emotional Behavior Deficit, EBD, Behavioral modification strategy, Cognitive-Behavioral Management, CBM, Triple P-Positive Parenting Program, Self-monitoring, Handheld computers, Time-Away Process, Student behavior, Preventive intervention, Classroom management, Disability, Conflict resolution, Educational research.
Frequently Asked Questions
What is the core focus of this research project?
This work explores various behavioral modification strategies for children diagnosed with Emotional Behavior Deficits (EBD), evaluating both historical methods and contemporary pedagogical interventions.
Which central topics are addressed in the text?
The primary topics include the shift toward non-aversive treatments, the significance of parent-child relationships, the implementation of classroom-based self-monitoring, and the integration of technology in behavioral support.
What is the primary objective of this work?
The author aims to build a deeper understanding of EBD to identify effective, humane, and sustainable intervention strategies that can be implemented in real-world educational environments.
Which scientific methods are analyzed in the research?
The project reviews various studies focusing on Cognitive-Behavioral Management (CBM), the Triple P parenting model, technology-assisted self-monitoring, and skill-building disciplinary alternatives like the Time-Away Process.
What is covered in the main body of the work?
The main body provides critical summaries and evaluations of academic literature, analyzing specific studies to determine their practical applicability for teachers and school environments.
Which keywords best characterize this project?
Key terms include Emotional Behavior Deficit (EBD), Cognitive-Behavioral Management (CBM), preventive parenting programs, self-monitoring technology, and student behavior modification.
How does the author evaluate the use of handheld computers in the classroom?
The author views technology as a superior, more accurate method for data collection and self-monitoring compared to traditional pen-and-paper techniques, encouraging teachers to adopt these modern tools.
What is the author's stance on the "Time-Away" process?
The author views it as a valuable, unique skill-building tool, provided that it involves an active conflict resolution dialogue between the student and the teacher rather than mere isolation.
Why is parent involvement considered essential by the author?
Drawing on the Triple P program, the author argues that addressing the home environment and parental dynamics is crucial for achieving long-term success in preventing and managing EBD.
- Quote paper
- Susanne Baake (Author), 2009, Emotional Behaviour Deficit and Behavioural modification strategy, Munich, GRIN Verlag, https://www.grin.com/document/136814
