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Educational Accommodations for Students With Behavioral Challenges: A Systematic Review of the Literature
Educational policies mandate the consideration of accommodations so that students with disabilities become proficient in the objectives outlined by state academic content standards and demonstrate proficiency on high-stakes assessments. However, neither policies nor empirical research provide sufficient guidance for educators to effectively select and implement accommodations. This study reviews the effectiveness of accommodations for students in the special education eligibility category of emotional disturbance and those with diagnoses of attention deficit hyperactivity disorder (ADHD). First, we propose definitions that delineate accommodations from modifications and interventions. Next, we identify strategies that could serve as potential accommodations for this population. Next, we conduct a systematic literature review and calculate effect sizes to evaluate the effectiveness of the included strategies. Finally, we review the evidence to determine whether each included strategy meets the proposed definition of an accommodation. Although several potential strategies are beneficial to youth with ADHD and/or emotional and behavioral disorders, this review indicates that very few purported accommodations actually meet all the criteria in the definition of accommodations, and there is very little evidence supporting the effectiveness of commonly recommended accommodations for youth with behavioral challenges. Our critique of the state of the science on accommodations highlights several important issues that can be used to inform current research and practice in schools.
Journal Article
Cognitive-behavioral therapy for avoidant/restrictive food intake disorder : children, adolescents, and adults
\"Avoidant/restrictive food intake disorder (ARFID) is a common eating disorder diagnosis that describes children and adults who cannot meet their nutritional needs, typically because of sensory sensitivity, fear of adverse consequences and/or apparent lack of interest in eating or food. This book is the first of its kind to offer a specialist treatment, specifically for ARFID. Developed, refined and studied in response to this urgent clinical need, this book outlines a specialized cognitive-behavioral treatment: Cognitive-Behavioral Therapy for Avoidant/Restrictive Food Intake Disorder (CBT-AR). This treatment is designed for patients across all age groups, supported by real-life case examples and tools to allow clinicians to apply this new treatment in their own clinical settings.\"--Publisher's website.
Book
Prevalence of emotional and behavioural disorders in German children and adolescents: a meta-analysis
Background This meta-analysis aimed to determine the overall prevalence of emotional and behavioural disorders among children and adolescents in Germany, the dependence of prevalence estimates upon the methods employed and potential secular trends. Methods Primary studies were subjected to meta-analytical analyses using a random effects model. Mean estimates of primary study effects were averaged using the precision-weighted method and were subsequently subjected to sensitivity analyses using hierarchical regression and (co-)variance analyses. Results The precision-weighted average primary study prevalence for the 33 studies included was M=17.6%. The effect size primarily depended on the case definition employed, with studies applying questionnaire criteria showing, on average, lower primary study effects. Moreover, a negative relationship was found between study validity and primary study effect. Conclusion Half a century of research efforts indicate that approximately every sixth child shows signs of emotional or behavioural disorders, and conclusions regarding period effects are not robust.
Journal Article
Efficacy of adaptive cognitive training through desktop virtual reality and paper-and-pencil in the treatment of mental and behavioral disorders
Cognitive deficits are a core feature of mental and behavioral disorders, leading to poor treatment adherence and functionality. Virtual reality (VR) methodologies are promising solutions for cognitive interventions in psychiatry once they provide greater ecological validity. This study assessed and compared two content-equivalent cognitive training (CT) interventions, delivered in desktop VR (Reh@City v2.0) and paper-and-pencil (Task Generator (TG)) formats, in patients with mental and behavioral disorders. 30 patients were randomly assigned to the Reh@City v2.0 group and the TG group. Both groups of patients underwent a time-matched 24-sessions intervention. Neuropsychological assessments were performed at baseline, post-intervention, and follow-up. A within-groups analysis revealed significant improvements in visual memory and depressive symptomatology after the Reh@City intervention. The TG group improved in processing speed, verbal memory, and quality of life (social relationships and environmental domains). Between groups, Reh@City led to a greater reduction in depressive symptomatology, whereas the TG group showed higher improvements in social relationships aspects of quality of life. At follow-up, previous gains were maintained and new improvements found in the Reh@City (global cognitive function, language, visuospatial and executive functions) and the TG groups (attention). The Reh@City significantly reduced depressive symptomatology, and the TG led to greater improvements in processing speed, abstraction, and social relationships domain of quality of life at follow-up. Both interventions were associated with important cognitive, emotional, and quality of life benefits, which were maintained after two months. Reh@City and TG should be considered as complementary CT methods for patients with mental and behavioral disorders.Trial registration The trial is registered at ClinicalTrials.gov, number NCT04291586.
Journal Article
ACT made simple : an easy-to-read primer on acceptance and commitment therapy
\"Now fully-revised and updated, this second edition of ACT Made Simple includes new information and chapters on self-compassion, flexible perspective taking, working with trauma, and more. Why is it so hard to be happy? Why is life so difficult? Why do humans suffer so much? And what can we realistically do about it? No matter how rewarding your job, as a mental health professional, you may sometimes feel helpless in the face of these questions. You are also well aware of the challenges and frustrations that can present during therapy. If you're looking for ways to optimize your client sessions, consider joining the many thousands of therapists and life coaches worldwide who are learning acceptance and commitment therapy (ACT). With a focus on mindfulness, client values, and a commitment to change, ACT is proven-effective in treating depression, anxiety, stress, addictions, eating disorders, schizophrenia, borderline personality disorder (BPD), and myriad other psychological issues. It's also a revolutionary new way to view the human condition--packed full of exciting new tools, techniques, and strategies for promoting profound behavioral change. A practical primer, ideal for ACT newcomers and experienced ACT professionals alike, ACT Made Simple offers clear explanations of the six ACT processes and a set of real-world tips and solutions for rapidly and effectively implementing them in your practice. This book gives you everything you need to start using ACT with your clients for impressive results. Inside, you'll find: scripts, exercises, metaphors, and worksheets to use with your clients; a session-by-session guide to implementing ACT; transcripts from therapy sessions; guidance for creating your own therapeutic techniques and exercises; and practical tips to overcome \"therapy roadblocks.\" This book aims to take the complex theory and practice of ACT and make it accessible and enjoyable for therapists and clients\"-- Provided by publisher.
Book
The Wiley handbook of disruptive and impulse-control disorders
The definitive reference to the policies and practices for treating disruptive and impulse-control disorders, edited by renowned experts The Wiley Handbook of Disruptive and Impulse-Control Disorders offers a comprehensive overview that integrates the most recent and important scholarship and research on disruptive and impulse-control disorders in children and adolescents. Each of the chapters includes a summary of the most relevant research and knowledge on the topic and identifies the implications of the findings along with important next directions for research. Designed to be practical in application, the text explores the applied real-world value of the accumulated research findings, and the authors include policy implications and recommendations. The Handbook address the nature and definition of the disorders, the risk factors associated with the development and maintenance of this cluster of disorders, assessment processes, as well as the evidence-based treatment and prevention practices. The volume incorporates information from the ICD-11, a newly revised classification system, along with the recently published DSM-5. This important resource: • Contains a definitive survey that integrates the most recent and important research and scholarship on disruptive and impulse-control disorders in children and adolescents • Emphasizes the applied real-world value of the accumulated research findings • Explores the policy implications and recommendations to encourage evidence-based practice • Examines the nature and definition, risk factors, assessment, and evidence-based practice; risk factors are subdivided into child, family, peer group and broader context • Considers changes, advances and controversies associated with new and revised diagnostic categories Written for clinicians and professionals in the field, The Wiley Handbook of Disruptive and Impulse-Control Disorders offers an up-to-date review of the most authoritative scholarship and research on disruptive and impulse-control disorders in children and adolescents as well as offering recommendations for practice.
eBook
Emerging Research and Issues in Behavioral Disabilities
This volume focuses on emerging research and issues related to emotional and behavioral disorders (EBD). Chapters include reports of original research and summaries of new and emerging research issues. Specific topics include bullying, technology-based self-monitoring, and issues around identifying evidence-based practice in EBD.
eBook