Meeting the Needs of EBD Students
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Students diagnosed with an emotional and behavioral disability (EBD) struggle in school, academically and behaviorally. On average, students with EBD perform 1–2 grade levels behind their peers while in elementary school (Trout, Nordness, Pierce, & Epstein, 2003). This action research project examines the impact of simultaneous academic and behavior interventions on the learning of a student diagnosed with EBD. The student meets one on one with the researcher three times a week for 5 weeks to learn multiplication facts using the cover, copy, compare intervention. The researcher also observes the student’s attention-seeking behaviors in relation to positive teacher attention. Data is gathered through observations, student questionnaire, interview, and multiplication tests administered pre- and post-intervention. The results show significant student progress toward mastery of multiplication facts. In addition, a minimization of attention-seeking behaviors is recorded as a result of higher levels of positive teacher attention. The student feedback indicates that the intervention is helpful. The research study suggests that positive attention encourages positive behavior.