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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

Impact Factor: RJIF 5.2

International Journal of Applied Research

Vol. 1, Issue 4, Part A (2015)

Classroom interventions for elementary school children with EBD: A brief review

Author(s)
H. R. Perkins, T. F. McLaughlin
Abstract
Behavioral problems not only affect those who display them, but the other students and teacher as well. Left untreated the students with behavior problems are more likely to result in long-term negative outcomes such as learning difficulties, substance abuse, criminality, and mental health issues. Fortunately, there are risk factors that can be identified individually and children can begin treatment. Therefore, treatment need to be chosen based upon individual needs of the school, classroom, or individual student and be cost effective. Some of the evidenced based treatments this review investigated were the Good Behavior Game, token economies, positive behavioral supports, daily behavior report cards, and contingency contracting. The overall evidence indicated each of these interventions was highly successful across a wide range of populations and classroom settings.
Pages: 24-29  |  679 Views  20 Downloads
How to cite this article:
H. R. Perkins, T. F. McLaughlin. Classroom interventions for elementary school children with EBD: A brief review. International Journal of Applied Research. 2015; 1(4): 24-29.
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