Abu-Hamour, B. (2014). Students with learning disabilities and challenging behaviors in Jordan. International Education Studies , 7 (4), 98.
This article analyzes the outcomes of a study that explored the behavioral traits of students with learning disorders in Jordan. The variables used in the study were the type of school, gender, and challenging habits. The results showed that more than fifty percent of the students suffered from challenging behaviors . However, children with behavioral problems in private institutions revealed positive learning outcomes compared to those in public schools. The findings of this study are significant since they reiterate the importance of special care to students with learning disabilities. Further, they acknowledge that private institutions give students special attention compared to public institutions . However, while the inclusion of gender strengthened the study, it would have been interesting if it examined the differences in challenging behaviours between the men and female students.
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Apsche, J. A., Bass, C. K., Jennings, J. L., Murphy, C. J., Hunter, L. A., & Siv, A. M. (2005). Empirical comparison of three treatments for adolescent males with physical and sexual aggression: Mode Deactivation Therapy, Cognitive Behavior Therapy and Social Skills Training. International Journal of Behavioral Consultation and Therapy, 1 (2), 101-113.
This study sought to investigate the effectiveness of three treatment procedures for young adult males with personality dysfunction or behavior disorders. The outcome revealed that Mode Deactivation Therapy was more effective than Social Skills Therapy and traditional Cognitive Behavioral Therapy in reducing sexual and physical aggression among the youths. Despite these findings, there are several limitations on the conclusions drawn. For instance, since the focus was on a long-term program, the approach used may not apply for short-term and less intensive programs. Another weakness would arise in the choice of a particular therapy to make a diagnosis for youths with various behavioral disorders.
Beaudoin, K. M., Knuth, R., & Benner, G. J. (2008). Social Validation of Services for Youth with Emotional and Behavioral Disorders: A Comparative Study. International Journal of Special Education , 23 (1), 1-7.
The article analyzed results from a study that investigated administrators with or those developing internal programs for students with behavior disorders. The results showed no differences in the ratings of the administrators regarding special instructors for children with behavioral disorders . In self-contained programs, instructors were rated relatively higher. Though the rating of instructors was relatively high, further investigations should be done to establish the quality of services received by students in these programs compared to those available on external programs. However, the study has strength in that the results are useful in understanding the advantages of self-contained programs.
Caldarella, P., Adams, M. B., Valentine, S. B., & Young, K. R. (2009). Evaluation of a Mentoring Program for Elementary School Students at Risk for Emotional and Behavioral Disorders. New Horizons in Education , 57 (1), 1-16.
In this study, an evaluation was done for students under a mentorship program, using a screening mode that measured their aptitude , unhealthy habits, performance, and absenteeism. Through the mentorship, students improved their performance, aptitude , and showed a drastic decrease in antisocial behaviors . The results showed the importance of close follow-up and mentorship of students with behavior complications. This study did well in demonstrating the importance of building close relationships with the students experiencing behavior challenges. Another notable strength is the use of follow-ups to understand the impacts of mentorship on students. This approach can be employed in a bid to establish the existing gaps in the mentorship process with the aim of enhancing the outcome.
Joseph, G., Muthee, J., Murugami, M., & Tekle, T. (2015). Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya. Journal of Education and Practice , 6 (33), 129-139.
This article discusses the effectiveness of the approaches used by teachers to manage and intervene for students with special needs. The results showed that the modes utilized were ineffective. Also, the results indicated that the intervention strategies used were not appropriate for the cases. A notable strength of the study is the fact that it shows the disparity that exists in addressing the needs of students with special needs . Likewise, based on the results, future investigations must consider coming up with strategies that will be effective in meeting the needs of students with special needs instead of nullifying what already exists.
Gottfried, M., Egalite, A., & Kirksey, J. (2016). Is There a Link between Classmates with Emotional and Behavioral Disorders and Other Students' Absences. Society for Research on Educational Effectiveness .
The article analyzed the outcome of including students with behavioral issues, especially in reducing absenteeism. Results showed that presence of students with emotional disorders led to positive outcomes on peers. These students form interpersonal bonds with other students, hence making the class more engaging. Despite the findings, the study did not indicate whether absenteeism of children with emotional disorders was reduced or not. Thus, it did not comprehensively link emotional disorders to absenteeism for a deeper understanding of the issue. Moreover, the study can be improved by focusing on the effects of diversity in class on children with behavioral issues.
Jayalekshmi, N. B., & Raja, B. W. D. (2014). Institutional Influence on Behavioural Disorders in Early Adolescents. i-Manager's Journal on Educational Psychology , 8 (1), 42-46.
The study examined the significant role played by schools in the transition of adolescents from childhood to adulthood. It focused on understanding the impact of schools on the emotional and behavioral disorders using random sampling method. The findings showed that schools had a very significant role to play in shaping the behavior of students, especially early adolescents. This study emphasizes the importance of schools in shaping the behavior of students. In this case, when teachers mentor students as they go through the various stages of growth, most of the unhealthy behaviors experienced in later stages of life can be avoided.
Lundervold, D. A., Ament, P. A., Holt, P. S., & Hunt, L. S. (2013). Comparison of younger and older adults’ acceptability of treatment for generalized anxiety disorder co-occurring with Parkinson’s disease. International Journal of Behavioral Consultation and Therapy , 8 (2), 20-22.
This study focused on behavioral relaxation training (BRT) data for general anxiety disorder (GAD) occurring together with Parkinson’s disease (PD). The data was collected from both the old and young people. The results showed and affirmed previous research findings. In this regard, the authors established that Cognitive Behavior Treatment for older people was more effective compared to medication. Additionally, the impacts of population traits, age, and mental status never affected the acceptance rate. These findings are significant because they show that there is no difference in the acceptance rate between the young and old. Therefore, one of the outstanding meanings of the findings is that even when old people have used medication for a long time, Cognitive Behavior Therapy is still bound to be effective.
MacKenzie, E. P. (2007). Improving treatment outcome for oppositional defiant disorder in young children. Journal of Early and Intensive Behavior Intervention , 4 (2), 500-510
This article discusses the empirical support to treat children with Oppositional Defiant Disorder (ODD). The study proposed the Behavioral Parent Training, which has been proven to treat children with behavior problems. The findings showed that children suffering from ODD were at risk of developing more complex behavior problems. Thus, the article emphasizes the importance of ensuring that children receive the much-needed care as soon as they show signs of suffering from particular behavior problems. However, the study did not explore targeted interventions that should be used for the individual behaviors observed in children. This was a gap and should inform future research efforts.
Malow, M. S., & Austin, V. L. ( 2016). Mindfulness for Students Classified with Emotional/Behavioral Disorder. Insights on Learning Disabilities , 13 (1), 81-93.
The article discusses the results of a six-week investigation that explored typical mindfulness for young adults in self-contained school housing students with emotional or behavioral disorders. The findings showed that students increased their sense of personal mastery after six weeks of mindfulness activities. These results, therefore, emphasized the importance of mindfulness in the day to day activities. One significant strength of the study is that it exhaustively proved that promoting mindfulness activities amongst students with emotional disorders can significantly enhance their learning abilities. However, further research should be conducted to understand the level of mindfulness that can aid in enhancing learning abilities of children with emotional disorders. Similarly, there is need to explore the various approaches that can be used to promote mindfulness, followed by identifying the most effective .
References
Abu-Hamour, B. (2014). Students with learning disabilities and challenging behaviors in Jordan. International Education Studies , 7 (4), 98.
Apsche, J. A., Bass, C. K., Jennings, J. L., Murphy, C. J., Hunter, L. A., & Siv, A. M. (2005). Empirical comparison of three treatments for adolescent males with physical and sexual aggression: Mode Deactivation Therapy, Cognitive Behavior Therapy and Social Skills Training. International Journal of Behavioral Consultation and Therapy, 1 (2), 101-113.
Beaudoin, K. M., Knuth, R., & Benner, G. J. (2008). Social Validation of Services for Youth with Emotional and Behavioral Disorders: A Comparative Study. International Journal of Special Education , 23 (1), 1-7.
Caldarella, P., Adams, M. B., Valentine, S. B., & Young, K. R. (2009). Evaluation of a Mentoring Program for Elementary School Students at Risk for Emotional and Behavioral Disorders. New Horizons in Education , 57 (1), 1-16.
Gottfried, M., Egalite, A., & Kirksey, J. (2016). Is There a Link between Classmates with Emotional and Behavioral Disorders and Other Students' Absences. Society for Research on Educational Effectiveness .
Jayalekshmi, N. B., & Raja, B. W. D. (2014). Institutional Influence on Behavioural Disorders in Early Adolescents. i-Manager's Journal on Educational Psychology , 8 (1), 42-46.
Joseph, G., Muthee, J., Murugami, M., & Tekle, T. (2015). Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya. Journal of Education and Practice , 6 (33), 129-139.
Lundervold, D. A., Ament, P. A., Holt, P. S., & Hunt, L. S. (2013). Comparison of younger and older adults’ acceptability of treatment for generalized anxiety disorder co-occurring with Parkinson’s disease. International Journal of Behavioral Consultation and Therapy , 8 (2), 20-22.
MacKenzie, E. P. (2007). Improving treatment outcome for oppositional defiant disorder in young children. Journal of Early and Intensive Behavior Intervention , 4 (2), 500-510
Malow, M. S., & Austin, V. L. (2016). Mindfulness for Students Classified with Emotional/ Behavioral Disorder. Insights on Learning Disabilities , 13 (1), 81-93.
