Emotional behavior disorders in children and adolescents

¶ … Behavioral Disorders

Education

Author's note with contact information and further details on collegiate affiliation, etc.

Article Summary on Behavioral Disorders

In the article, "The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders," the authors focus upon assessment based interventions in special education. The authors want to study the changes functional behavior assessments have on the daily routines of and the problem behaviors in special education settings. The authors begin their article with a historical review of literature and research on what makes for an effective classroom. There is substantial evidence that shows a direct relationship between the students' social and academic behaviors and the classroom setting or ecology. The focus of this particular study is upon the physical and environmental factors in a classroom that contribution to the reduction of problem behaviors in emotionally disturbed students in a special education environment. Students in special education have a greater likelihood of demonstrating inappropriate behaviors as well as a greater likelihood of lacking the ability to exercise appropriate self-control or self-correcting behaviors. Therefore, the study seeks to find ways to minimize environmental factors in a classroom setting that may trigger, enhance, or otherwise sustain problem behaviors for students with behavioral disorders.

The authors' intent is to clarify the impact of functional based assessment based interventions on the classroom. Specifically, they studied these interventions in relation to targeted classroom interventions as means to eliminate problem behaviors. The authors question how well and which targeted changes in the classroom environment supported appropriate behaviors. The authors further question whether these targeted changes assisted in the reduction of problem behaviors. They limited their research to one school in the Midwestern United States. They altered the names of the students, schools, and locations, so as to protect privacy. The interventions implemented were based on available literature and observations.

The data and the analysis of the data from their research prove the authors' initial hypothesis to be sound. Targeted changes in the classroom setting effectively reduce problem behaviors in multiple subjects and for varying amounts of time. Their study proved that with substantial classroom support, behavior interventions increase in their efficacy. The authors write:

"This study extends the knowledge base by demonstrating a relationship between classroom practices and the function of behavior for individual students. Classroom supports were designed to help create and maintain optimal levels of structure and instruction based on observed deficits among three teachers. Equally important, clear procedures were created for the teacher to consistently give attention and/or assistance. The study showed that classroom supports may have provided a means for students to access attention or escape opportunities in an acceptable way." (Trussell et al., 2008,-Page 163)