Academic Choice for Included Students with Emotional and Behavioral Disorders

Autor/inn/en	Skerbetz, Mandi Davis; Kostewicz, Douglas E.
Titel	Academic Choice for Included Students with Emotional and Behavioral Disorders
Quelle	In: Preventing School Failure, 57 (2013) 4, S.212-222 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2012.701252
Schlagwörter	Emotional Disturbances; Behavior Disorders; Program Effectiveness; At Risk Students; Inclusion; Student Participation; Intervention; Early Adolescents; Urban Schools; Charter Schools; Grade 8; African American Students; Student Behavior; Behavior Modification; Assignments; Learner Engagement; Vocabulary Development; Teaching Methods; Observation; Scores; Time + Suchen Sie Ihr Suchwort? Gefühlsstörung; Inklusion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Assignment; Auftrag; Zuweisung; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Zeit
Abstract	Students with emotional disturbances present with behavioral and academic deficits that often limit their participation in general education settings. As an antecedent intervention, academic choice provides multiple choices surrounding academic work promoting academic and behavioral gains. The authors examined the effects of assignment choice with a single-subject reversal design for 5 students with or at risk for emotional disturbance in an inclusive setting. Results indicated a functional relation between the presentation of choice and improvements to student task engagement and academic performance. Academic choice may have played a role in decreasing the perceived aversive nature of assignment completion, thus promoting a decrease in student escape-maintained inappropriate behavior. The authors offer study limitations and implications for practitioners as well as future directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10