Philip L. Gunter

The Effect of Varying Rates of Opportunities to Respond to Academic Requests on the Classroom Behavior of Students with EBD

This study examines the effect of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of students with emotional and behavioral disorders (EBD). Nine elementary school students with EBD served as participants. Results suggest that increases in opportunities to respond were associated with increased correct responses and task engagement and decreased disruptive behavior. Implications for research and practice, as well as limitations of the present study, are discussed.

Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and Their Teachers.

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.

Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral Disorders

This article expresses our concern regarding the paucity of research investigating academic instruction of students with emotional and behavioral disorders (E/BD). We discuss issues of measurement as related to academic performance and conclude that the rate of academic responses provides the most desirable measure for research as well as in clinical application. Implications for specific research needed to address academic performance are discussed. Recommendations are provided based on research investigations of classroom interactions between teachers and their students with E/BD as well as other learning difficulties.

Classroom Factors Linked with Academic Gains Among Students with Emotional and Behavioral Problems

Abstract The authors present and discuss several factors with empirical verification that are associated with effective teaching and learning in classrooms for students with such disabilities as emotional and behavioral disorders (EBD). A description follows of how one teacher implements each of the recommended practices and the effects on two students with EBD. Discussion centers on how the teacher used effective teaching practices.

Behaviors of Teachers in Co-taught Classes in a Secondary School

Researchers examined roles and actions of members of “co-teaching” teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum.

The Effects of Teacher versus Computer Reading Models.

The effects of three conditions on the reading rate and accuracy of four students identified with emotional or behavioral disorders were compared using an alternating treatments design. The conditions were (a) no model, (b) a reading model presented by the teacher, and (c) a reading model presented by a digital-electronic computer voice. Analyses indicated that the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. The computer reading model resulted in a greater number of words read correctly per minute and a greater percentage of words read correctly than the no model condition. The results are discussed in terms of strategies teachers can use to enhance academic achievement of students with emotional or behavioral disorders.

Teacher escape, avoidance, and countercontrol behaviors: Potential resoponses to disruptive and aggressive behaviors of students with severe behavior disorders

We develop hypothese based on the research literature regarding behavioral responses to aversive stimuli. Specifically, escape, avoidance, and countercontrol responses are presented as teacher behaviors which may occur in the presence of disruptive and aggressive behaviors (aversive stimuli) which, in part, characterize many students with severe behavior disorders (SBD). The potential for teacher escape, avoidance, and countercontrol responses to the detrimental for both teachers and students is presented, as well as suggestions for addressing aversive behaviors of students in ways to reduce the potential detrimental impact.

Research Issues and Needs Regarding Teacher Use of Classroom Management Strategies.

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

Self-Evaluation of Instruction A Protocol for Functional Assessment of Teaching Behavior

Recommends videotaping classroom interactions as a means of self-evaluation

The Effectiveness of Cooperative Learning with Students with Emotional and Behavioral Disorders: A Literature Review.

The authors reviewed published experimental studies to examine the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). Eight articles met search selection criteria for inclusion in this review. Results of the studies are discussed within the context of their methodological strengths and weaknesses, as well as the implications for using cooperative learning methods with students with E/BD. Implications for future research are discussed.