By Alexis Ahumada
This issue of NASET’s Classroom Management Series was written by Alexis Ahumada. Research has shown that students with emotional-behavioral disorder (EBD) are at risk for having more long-term negative outcomes than their peers. The purpose of this review was to examine how to mitigate the negative outcomes of students with EBD. The criteria for the papers included in this review were: (a) studies published within the past ten years; (b) studies investigating the short- and long-term outcomes of students with EBD; and (c) studies exploring interventions to aid students with EBD to improve academic and behavioral outcomes. The results of this review showed that there were protective strategies which could mitigate against short- and long-term negative outcomes: (a) improving executive functioning skills; (b) creating positive classroom environments; (c) teaching social-emotional learning skills; (d) goal setting; and (e) self- regulation techniques. The implications of this review are that implementing protective strategies can be effective at improving the outcomes of students with EBD.
Exploring Educational and Behavioral Outcomes for Children with EBD
Abstract
Research has shown that students with emotional-behavioral disorder (EBD) are at risk for having more long-term negative outcomes than their peers. The purpose of this review was to examine how to mitigate the negative outcomes of students with EBD. The criteria for the papers included in this review were: (a) studies published within the past ten years; (b) studies investigating the short- and long-term outcomes of students with EBD; and (c) studies exploring interventions to aid students with EBD to improve academic and behavioral outcomes. The results of this review showed that there were protective strategies which could mitigate against short- and long-term negative outcomes: (a) improving executive functioning skills; (b) creating positive classroom environments; (c) teaching social-emotional learning skills; (d) goal setting; and (e) self- regulation techniques. The implications of this review are that implementing protective strategies can be effective at improving the outcomes of students with EBD.
Introduction
According to the Florida Department of Education, a “student with an emotional/behavioral disability (EBD) has persistent (is not sufficiently responsive to implemented evidence-based interventions) and consistent emotional or behavioral responses that adversely affect performance in the educational environment that cannot be attributed to age, culture, gender, or ethnicity” (Florida Department of Education, 2023). The U.S. Department of Education data revealed that states reported a range from 1.65% to 17.36% of students with disabilities identified with EBD (U.S. Department of Education, 2019). It is crucial to home in on this vulnerable population as they have the “most adverse short- and long-term outcomes such as low academic achievement, school dropout, and incarceration” (Cumming et al., 2022). Individuals with EBD perform below their non-disabled peers in several grade levels and across subject areas. They are also more prone to experiencing disciplinary issues and are more likely to be placed in more restrictive environments. In addition, they tend to have higher criminal justice involvement rates (Popham et al., 2018). With these statistics, it is essential to take a comprehensive approach to understand better how to serve and help students with and at risk for EBD.
Research
More research is needed on the factors that affect the academic and behavioral outcomes of students with EBD and how to serve this population best. Studies have shown that students’ academic and behavioral performance is affected by their school-based stress levels, ability to navigate stressors, and executive functioning (EF) (Cumming et al., 2022). Understanding the underlying factors that influence these outcomes is vital to improving their chances of succeeding. Currently, school-based interventions have a limited impact on these outcomes. Students with or at risk for EBD rely on being effectively identified as to provide high-quality support to help them succeed (IDEA, 2004). A recent study revealed that students with EBD exhibited poor EF and less effective stress regulation. They also had behavioral and academic difficulties. Despite these, the researchers found that these abilities were still on a continuum for individuals. This suggests that interventions and prevention efforts should be tailored to help students with this condition. The study revealed that specific interventions, such as movement-based strategies and social-emotional learning (SEL), can improve the EF of students with EBD (Cumming et al., 2022). These findings have important implications for developing school-based programs and teaching methods.
A different study analyzed the academic interventions made available through peer-reviewed studies that utilized self-regulation methods for individuals with EBD. The findings showed that these techniques significantly improved the student’s academic performance. The studies demonstrates that self-regulation (SR) techniques can help improve the academic performance of individuals with EBD (Popham et al., 2018). Given the current research supporting their use and the need for more evidence-based practices within special education, practitioners and researchers should pay close attention to implementing such methods.
A significant factor found that can contribute to adverse outcomes within students with EBD was their ability for SR. Individuals with EBD frequently display behaviors that indicate deficits in their SR and EF (Smith et al., 2015). Although school personnel do their best to address these issues through disciplinary measures, effective interventions can be improved by implementing curricula or strategies that explicitly target deficits. School personnel should work together to promote the generalization of SR-related skills among different settings. This can help prepare students with EBD for success in the classroom and beyond.
The review’s authors investigated the educational experiences of students with EBD who had clinically relevant diagnoses. They found that those with EBD tend to have a worse start in their new school year compared to their counterparts without EBD. They also noted that the students with EBD needed more time to adjust to their new learning environment. Educators preferred support arrangements, which included information and actions geared toward addressing the students’ expectations and feelings. Parents and students had contrasting views on the issue, especially when it came to the prevalence of internalized disorders. According to Metzner and colleagues, those with EBD whose parents have not supported them were more likely to have poor transition outcomes. Poor outcomes also extended to those with cognitive disabilities, low social skills, and depression (Metzner et al., 2020).
There has been some research on the outcomes of adolescents with EBD when it comes to postsecondary education and employment. This issue has raised concerns among researchers, families, and educators. Programs that are designed for individuals with EBD should ensure that they have positive adult results. In addition to being able to identify the appropriate resources, the implementation of transition strategies is also essential when creating individualized programs for those with EBD (Davis & Cumming, 2019).
Understanding the behavioral and academic outcomes of children with EBD can help prevent them from experiencing poor success in their adult lives. In a study, the researchers found that expulsion was associated with a higher likelihood of unsuccessful outcomes. The study did not find that expelled individuals with EBD were rated as successful in their adult lives (Wynne et al., 2013). It is known that those with this condition are more likely to be suspended or expelled from school due to their behavior.
Protective Factors
In 2022, Cumming and colleagues noted that fostering an emotionally supportive environment for students is linked to higher academic performance. This can be achieved through various factors such as a favorable climate, responsiveness to the student’s needs, and teachers’ ability to support and recognize their adolescent peers’ autonomy. To help students develop their social skills and manage their emotions, teachers should regularly support them in building their SEL skills. This can help reduce the stress levels that they are experiencing due to peer conflict and teacher-student interactions. According to Cumming and colleagues, teaching students how to manage their emotions can help them develop positive relationships and make informed decisions. SEL encompasses various skills such as self-management, responsible decision-making, and social awareness. Many of these align with the concept of self-regulation, which depends on emotional quotient. To help pupils manage stress, school personnel should offer them the opportunity to practice mindfulness, which can teach them to remain focused on the present. According to studies, mindfulness can improve people’s attention, stress levels, and overall well-being (Cumming et al., 2022).
Through their study, Smith and colleagues explored the various strategies that can be used to help students with EBD in school. One of these is goal setting. This process involves identifying objectives and developing a plan to reach them. In addition to establishing a personal commitment, the goal-setting process also involves utilizing resources and techniques to overcome obstacles that may prevent them from reaching their objectives. The researchers noted that these steps can help improve the behavior of pupils with EBD and increase their chances of achieving positive outcomes (Smith et al., 2015). This is consistent with the findings of a review conducted by Popham, which found that self-regulation techniques can help improve the academic performance of students with this condition. Smith also noted that role-playing could be helpful for students with EBD. It can help them develop empathy for others and allow them to see situations outside themselves, which helps them self-regulate.
Discussion
The strategies presented to implement when working with children with EBD appear promising and have some evidence demonstrating its effectiveness. Aside from implementing these strategies, teachers must also exude care and love for their students. Affect cannot be forced or faked, and children can pick up on insincerity. As educators, we must create a safe, trusting, and caring climate so children can thrive in this environment.
In my limited experience working with middle schoolers with EBD, I found it crucial to establish a connection where they felt comfortable and safe. It takes social awareness from the teacher’s perspective to know when to lean in further to connect or to give the child space. This process takes patience and genuine care for the students.
Conclusion
Overall, the complexity of the relationships among various factors that affect the academic performance and behavioral health of individuals with EBD is a significant concern for school personnel. This is why they must have the necessary knowledge and skills to implement effective interventions and strategies. This can result in better outcomes for educators who can effectively assist students with EBD or at risk. In addition, it can help pupils suffering from this condition receive the necessary support to improve their behavior and academic performance. Identifying and developing effective programming that addresses the root causes of academic and emotional competence is crucial to minimizing the negative outcomes of students with EBD. Furthermore, teachers must have the necessary skills and knowledge to provide explicit and substantive instruction related to stress management and EF.
References
Cumming, M.M., Criado, C., Park, J., Arango, A., Rodriguez, M.L., Ali, M. (2022). Addressing Middle Schoolers’ Disruptive Behavior: The Importance of Fostering Student Executive Functioning. Journal of Teaching Exceptional Children (55, 3). https://doi.org/10.1177/00400599221093393
Davisa, M.T., Cumming, I.K. (2019). Practical strategies for improving postsecondary outcomes for students with EBD. Journal of Preventing School Failure: Alternative Education for Children and Youth (63,4).https://doi.org/10.1080/1045988X.2019.1608898
Emotional/ Behavioral Disability. Florida Department of Education. https://www.fldoe.org/academics/exceptional-student-edu/ese-eligibility/emotional-behavioral-disability-e-bd.stml
IDEA. (2004). https://sites.ed.gov/idea/statuteregulations/
Metzner, F., Wichmann, M.L., Mays, D. (2020). Educational transition outcomes of children and adolescents with clinically relevant emotional or behavioral disorders: results of a systematic review. British Journal of Special Education.https://web.s.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=3665deb6-84fa-4147-8367-cf17f460461c%40redis
Smith, S., Cumming, M., Merrill, K., Pitts, D., Duanic, A. (2015). Teaching Self-Regulation Skills to Students with Behavior Problems: Essential Instructional Components. Beyond Behavior (24,3).https://doi.org/10.1177/107429561502400302
Popham, M., Counts, J., Ryan, J.B., Katsiyannis, A. (2018). A systematic review of self-regulation strategies to improve academic outcomes of students with EBD. Journal of Research in Special Educational Needs (18,4).https://doi.org/10.1111/1471-3802.12408
U.S. Department of Education. (2019). OSEP Releases Fast Facts: Children Identified with Emotional Disturbance. Office of Special Education and Rehabilitative Services (OSERS)
Wynne, M.E., Ausikaitis, A.E., Satchwell, M. (2013, March 28). Adult Outcomes for Children and Adolescents with EBD: Understanding Parents’ Perspectives. Sage Journals. https://doi.org/10.1177/2158244013483133
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