A Systematic Review of Behavioral Interventions for Elementary School Children with Social, Emotional and Behavioral Difficulties: Contributions from Single-Case Research Studies

European Journal of Educational Research

Sebastian Bilanin¹  Nicola Lo Savio²  Antonella Chifari³  Colin McGee⁴  Crispino Tosto⁵  Gianluca Merlo⁵  Sílvia Alves*⁶  Mónica Silveira-Maia⁶  Miguel Santos⁶  Manuela Sanches-Ferreira⁷ 

[1] Fundatia de Abilitare Speranta;Istituto Tolman;Istituto per le Tecnologie Didattiche;National Attention Deficit Disorder Information and Support Service;Istituto per le Tecnologie Didattiche;School of Education of Porto Polytechnic;School of Education of Porto Polytechnic;

关键词: disruptive behaviors;    social;    emotional and behavioral difficulties;    intervention;    systematic review.;   

DOI  :  10.12973/eu-jer.10.1.241

来源: DOAJ

【 摘 要 】

Challenges arising from the classroom behavioral management of students with social, emotional and behavioral difficulties are a concern for educational professionals. The purpose of this study is to review common elements of behavior interventions for the disruptive behaviors of children with social, emotional and behavioral difficulties. A systematic review was conducted through an electronic search of studies (from 2000 to 2017) on ERIC, Web of Science, FRANCIS, and MEDLINE databases. The inclusion criteria involved: (i) an intervention improving behaviors at school of children with disruptive behaviors; (ii) elementary school children with the majority of the sample or average age between 6-11 years old; (iii) at least one measurable outcome focusing on social/emotional/behavioral outcomes; (iv) single-case designs. Of the 5339 articles that were identified in the initial screening, 27 met the criteria to be included in the review. Common characteristics of successful interventions are discussed to make recommendations for future implementation.

【 授权许可】

Unknown