Janine P. Stichter

Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders

Many students with emotional or behavioral disorders (EBD) display both learning and behavioral problems that make it difficult for teachers to provide effective instruction. In turn, a lack of exposure to effective instruction contributes to poor academic and behavioral outcomes. In this article, the authors argue that the interaction between the learning and behavior problems of students with EBD is complex and likely characterized by multiple influences, including classroom contextual factors. The authors detail (a) ways that teacher instructional behaviors and classroom contexts may contribute to the relationship between learning and behavior problems of students with EBD and (b) assessment procedures helpful for measuring classroom contextual variables. Implications for future research are discussed, including using data gleaned from applied research to inform future randomized clinical trials examining classroom-based interventions for students with EBD.

Social Competence Intervention for Youth with Asperger Syndrome and High-functioning Autism: An Initial Investigation

Individuals with high functioning autism (HFA) or Asperger Syndrome (AS) exhibit difficulties in the knowledge or correct performance of social skills. This subgroup’s social difficulties appear to be associated with deficits in three social cognition processes: theory of mind, emotion recognition and executive functioning. The current study outlines the development and initial administration of the group-based Social Competence Intervention (SCI), which targeted these deficits using cognitive behavioral principles. Across 27 students age 11–14 with a HFA/AS diagnosis, results indicated significant improvement on parent reports of social skills and executive functioning. Participants evidenced significant growth on direct assessments measuring facial expression recognition, theory of mind and problem solving. SCI appears promising, however, larger samples and application in naturalistic settings are warranted.

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067–1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings.

A Review of Parent Education Programs for Parents of Children With Autism Spectrum Disorders

Benefits of parent education have been demonstrated for decades. However, there exists a lack of formative evaluation of parent education for parents of children with autism spectrum disorders (ASD), limiting the interpretation of ongoing and future research. To understand the current status, key characteristics, and evaluation methods of parent education specific to ASD, relevant research was reviewed with an emphasis on presentation format, evaluation methods, and participant demographics. Of the 30 articles that met inclusion criteria, more than half included descriptions of programs for parents of children with ASD ages 3—5 years, 76% involved a one-on-one training approach, 40% relied on a manual or curriculum, 86% included data on parent and child outcomes, and 70% used single-case designs to evaluate program effectiveness. None of the researchers reported data on fidelity of implementation. Suggestions for further evaluation and next-generation research are provided.

The Application of Antecedents in the Functional Assessment Process Existing Research, Issues, and Recommendations

Over the past 20 years, functional assessment strategies have been evolving. One aspect of functional assessment is the evaluation of the influence of antecedent events on the occurence of challenging behaviors. Although such influence has been discussed by others in the literature, there is a paucity of research that investigates the use of antecedent-based interventions in natural settings. The lack of antecedent-based intervention research in natural settings significantly limits the applicability of the existing antecedent event research to teachers who work with students with challenging behaviors in classroom settings. This article critically analyzes the current status of the research investigating the use of antecedent events in the functional assessment process, with an emphasis on interventions conducted in natural settings. Issues related to measurement, validation, and antecedent-based interventions are emphasized, and suggestions for future research are outlined.

Functional Behavioral Assessment- Based Interventions for Students with or at Risk for Emotional And/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, 146 subjects, and 206 outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of 70.5% and that the procedure was effective across all student characteristics. Differences of effectiveness were evident between functional analysis and descriptive assessment procedures. Findings of this study suggest that FBA-based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors.

Classroom-Based Research in the Field of Emotional and Behavioral Disorders Methodological Issues and Future Research Directions

Classrooms serving students with or at risk for emotional and behavioral disorders (EBD) are complex environments that include multiple interactions such as those between (a) students and teachers, (b) students and peers, and (c) temporally distant or concurrent classroom-setting factors and subsequent behavioral episodes. As a result, the scientific processes and methods used to investigate the nature of these interactions are often as varied and complex. The purpose of this article is to review and discuss the extent to which research methods and practices evident in current classroom-based studies measure and predict these relationships accurately. To this end, the authors present an overview of common research methodology and related measurement strategies and some considerations for conducting research using these methods in classrooms serving students with or at risk for EBD.

A Review of Recommended Social Competency Programs for Students with Autism Spectrum Disorders

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD incidence rates, (2) inclusion and integration trends, and (3) recent No Child Left Behind Act requirement regarding use of evidence-based practices. This article discusses current best practices in enhancing the social competence of learners with ASD. To this end, a review of the literature was conducted to: (1) define key behaviors related to social competence targeted by common interventions and (2) identify the core components and targets that are essential for effective social competence interventions. Searches done by hand and electronically were conducted to identify empirical reviews or summaries of effective social competence interventions from preschool to early adulthood. Eight reviews that encompass typically developing as well as those that specifically target ASD were chosen. Results of the review identified eight primary behavior categories most frequently targeted by social interventions across preschool, elementary, and secondary age groups. Additional analysis identified 11 core components consistently identified in the reviews. Explanation of categories as well as implications for future research and practice are explored.

The Use of Peer-Mediated Interventions to Promote the Generalization of Social Competence for Adolescents with High-Functioning Autism and Asperger's Syndrome

Impairments in social competence are core deficits for individuals with high-functioning autism and Aspergers Syndrome (HFA/AS). As the incidence rate for these disorders continues to increase so does the urgency to identify evidence-based interventions that can remediate core deficits in order to provide these individuals with independence as well as an enhanced quality of life. If not remediated, skill deficits can have extensive cost for the individual, families, and society as a whole. Although the social competence literature shows that individuals with HFA/AS can acquire social skills, these skills often do not consistently generalize into natural environments. Peer-mediated interventions have proven successful in teaching a number of social behaviors to individuals with autism and have also shown to promote generalization and maintenance. This study is one of the first to investigate the impact of two peer-mediated interventions on the generalization of social interaction skills acquired in a school-based social competence intervention for three adolescents with HFA/AS. The results indicate that the addition of peer-mediated interventions enhanced generalized gains in social interaction beyond those of a school-based social competence intervention.

Making Choices--Improving Behavior--Engaging in Learning.

Do you have students who display inappropriate types of behavior, or who seem depressed, or who lack friends? Perhaps these are students with emotional and behavioral disorders (EBD; see box), and maybe the students present challenges that you find difficult to deal with and that interfere with their educational progress. This article highlights one strategy, providing opportunities to make choices, that is effective in increasing appropriate behaviors for students with EBD (Munk & Repp, 1994), most notably when used by classroom teachers during ongoing classroom routines (Jolivette, Wehby, Canale, & Massey, 2001b; see also the box on page 28, “What Does the Literature Say?” for a link between the research literature on choice and related behavioral characteristics of students with EBD.) We present a hypothetical case example to show how a teacher might incorporate choice-making opportunities for a student with EBD who is failing math in school. In the course of this article, we suggest practical strategies that both special and general education teachers may use in their academic curricula to encourage students to make appropriate choices. These opportunities may have benefits that long outlast the particular task or situation, to enhance relationships within the classroom, engage students in learning, and promote a positive classroom environment.