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Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/ Behavioural Difficulties an International Review

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Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/ Behavioural Difficulties an International Review Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/ Behavioural Difficulties An International Review NATIONAL COUNCIL FOR SPECIAL EDUCATION RESEARCH REPORT NO.7 Professor Paul Cooper and Barbara Jacobs University7 of Leicester Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties: An International Review Professor Paul Cooper and Barbara Jacobs, University of Leicester A report commissioned by the NCSE 2011 The National Council for Special Education has funded this research. Responsibility for the research (including any errors or omissions) remains with the authors. The views and opinions contained in this report are those of the authors and do not necessarily reflect the views or opinions of the NCSE. NCSE RESEARCH REPORTS NO: 7 © NCSE 2011 The National Council for Special Education was established under the Education for Persons with Special Educational Needs Act 2004 (EPSEN Act 2004) with effect from the 1st October 2005. The Council was set up to improve the delivery of education services to persons with special educational needs with particular emphasis on children. National Council for Special Education 1–2 Mill Street Trim Co. Meath An Chomhairle Náisiúnta um Oideachas Speisialta 1–2 Sráid an Mhuilinn Baile Átha Troim Co. na Mí T: 046 948 6400 F: 046 948 6404 www.ncse.ie  Contents Foreword ..........................................................................................................ix Acknowledgements ................................................................................................ x Review Team..........................................................................................................xi Executive Summary .................................................................................................1 Introduction–Social,EmotionalandBehaviouralDifficultiesinContext ... 8  1 1.1 Overview ............................................................................................ 8 1.2 The Brief ............................................................................................. 8 1.2.1 Definition ofkey terms ......................................................................... 8 1.3 Key Issues in Educational Policy and Practice in Ireland .......................... 11 1.3.1 Special educational needs in Ireland: development of policy and practice ...11 1.3.2 Education for Persons with Special Educational Needs Act (EPSEN) (2004) ................................................................................. 12 1.3.3 Definitions .........................................................................................14 1.3.4 Role of Special Educational Needs Organisers ....................................... 15 1.3.5 Roles of the National Educational Psychological Service and Child and Adolescent Mental Health Service ........................................................16 1.3.6 Role of Special Education Support Service ............................................. 17 1.3.7 Role of National Behaviour Support Service .......................................... 17 1.3.8 Role of Youthreach .............................................................................19 1.3.9 Role of the Delivering Educational Opportunity In Schools (DEIS) initiative ........................................................................................... 20 1.3.10 Role of special schools and special classes ........................................... 20 1.3.11 Parental involvement .........................................................................22 1.3.12 Ireland and the international context ...................................................22 1.3.13 Conclusion to the Irish context .............................................................23 1.4 Nature and Scope of this Review ......................................................... 23 1.5 Methodology .................................................................................... 24 1.5.1 Inclusion and exclusion criteria ............................................................25 1.5.2 Literature search ............................................................................... 26 1.5.3 Scrutiny group ...................................................................................27 1.6 Pertinent Issues Not Addressed by this Review ......................................27 Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties iii 1.7 Logic and Structure of Report.............................................................. 30 SEBD:EvolutionofInterventionandCurrentTheory .............................32  2 2.1 Overview .......................................................................................... 32 2.2 Challenge of SEBD ............................................................................. 32 2.3 Influencesin SEBD Development – a Brief Theoretical Review ................ 33 2.3.1 Approaches to understanding .............................................................33 2.3.2 SEBD – a social learning model ........................................................... 34 2.3.3 Importance of education, schooling and social context ..........................35 2.3.4 Attachment to school ......................................................................... 38 2.4 Early 20th Century Precursors – Work of ‘The Pioneers’ .........................40 2.5 Resilience in Education .......................................................................41 2.6 Evolution of Theory on SEBD ............................................................... 44 2.6.1 Therapeutic interventions/psychodynamic approaches ........................ 45 2.6.2 Behavioural approaches .....................................................................47 2.6.3 Humanistic approaches ..................................................................... 49 2.6.4 Cognitive behavioural approaches ...................................................... 50 2.6.5 Systemic approaches .......................................................................... 51 2.7 Application of Psychological Principles to SEBD – Changing Values and Practices over Time ..................................................................... 52 2.7.1 Rise, fall and partial-rehabilitation of psychodynamic approaches ..........53 2.7.2 Problem of behaviourism ................................................................... 54 2.7.3 Humanistic solution .......................................................................... 54 2.7.4 Cognitive behavioural solution ............................................................55 2.7.5 Systemic synthesis ..............................................................................55 2.7.6 A cautionary note ...............................................................................55 2.7.7 Educational challenge ....................................................................... 56 2.8 Understanding Development of SEBD: a Bio-Psycho-Social Approach ..... 56 Teacher-StudentInterface:PositiveTeacherQualities/Attributes  3 andStudentPeerGroupPower ...........................................................59 3.1 Overview .......................................................................................... 59 3.2 Teachers’ Characteristics and Skills ...................................................... 59 3.2.1 Teachers with a negative influence .......................................................59 3.2.2 Teachers with a positive influence ....................................................... 60 iv Evidence of Best Practice Models and Outcomes in the Education of Children with Emotional Disturbance/Behavioural Difficulties  3.2.3 Teachers’ knowledge, understanding, beliefs, attitudes and values ........61 3.3 Managing the Classroom’s Physical Environment ................................. 63 3.4 Student Peer Group as Classroom Resource ......................................... 64 3.4.1 Positive peer reporting and ‘tootling’ .................................................. 65 3.4.2 Class-wide peer tutoring .....................................................................67 3.4.3 Peer assisted learning strategies ......................................................... 69 EnhancingTeacherSkills .................................................................... 71  4 4.1 Overview ........................................................................................... 71 4.2 Behavioural Interventions ...................................................................71 4.2.1 The Good Behaviour Game .................................................................. 71 4.2.2 General behavioural strategies: the value of ‘kernels’ ............................73 4.2.3 Functional behavioural analysis ...........................................................76 4.3 Cognitive Behavioural Strategies .........................................................77 4.3.1 Self-evaluation and self-regulation ......................................................78 4.3.2 Self-regulation for anxiety disorders .....................................................81 4.3.3 Social problem-solving ...................................................................... 82 4.3.4 Anger management .......................................................................... 84
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