EMOTIONAL AND BEHAVIORAL DISORDER

EMOTIONAL AND BEHAVIORAL DISORDER
3
Action Research Article
School-Based Prevention and Intervention Programs for
Children with Emotional Disturbance
APA Reference
Reddy, L. A., De Thomas, C. A., Newman, E., & Chun, V.
(2009). School‐ based prevention and intervention programs for
children with emotional disturbance: A review of treatment
components and methodology. Psychology in the
Schools, 46(2), 132-153.
Reason for the Selection
Mental health is very common among children. Emotional and
behavior disturbance among children and adolescents are among
the most common issues that affect their learning abilities.
Therefore, it is necessary to develop strategies and effective
means to enable children to overcome the emotional disorder
and enhance effective learning.
Studying this topic on emotional and behavioral disorders

allows me to understand and develop the necessary skills for
dealing with different behavioral disorders. As a teacher, it is
necessary to understand the different types of behavioral issues
caused by different factors. In children, behavioral disorders
include autisms, depression, disruption, pervasive, and anxiety.
Understanding the emotional and behavioral disorder
among school children helps in enhancing my role and skills as
a teacher. Essentially, it allows me to explore different types of
emotional and behavioral disorders and understand the various
causes and triggering factors. Besides, it will also give insight
into the appropriate interventions and strategies to manage and
minimize the impact of these issues on students' learning
abilities. The knowledge will enhance my ability to provide
effective and equal learning opportunities for students. With
this knowledge, it is easy to identify when a student develops a
behavioral disorder and take the right action. The knowledge
will ensure that all students are provided with the necessary
support and resources that promote effective learning despi te
their learning abilities. The aim is to ensure that I can freely
interact with my students with issues of emotional or behavioral
disturbances.
Required Resources
Text
Mertler, C. A. (2017). Action research: Improving schools and
empowering educators (5th ed.) [Electronic version]. Sage
Publications.
· Chapter 1: Introduction to Action Research
Multimedia
Conscious Educating. (2009, November 7). Action research in
the classroom part 1 (Links to an external site.) [Video file].
Retrieved from
https://www.youtube.com/watch?v=MDVH0u4tUWo

· In this first (10 minute) video, teachers are introduced to the
topic of action research, including theory, benefits, and methods
of classroom action research. Action research is compared to
non-applied research methods (Parts 1 and 2). This resource
will be used to support your work on the discussion this week
(i.e., Topic Selection) and this week’s assignment (i.e. Finding
Nemo? No, Finding Research?).
Accessibility Statement (Links to an external site.)Privacy
Policy (Links to an external site.)
Conscious Educating. (2009, November 7). Action research in
the classroom part 2 (Links to an external site.)[Video file].
Retrieved from
https://www.youtube.com/watch?v=ZZHvpgU7pc8
· In this second (10 minute) video, teachers are introduced to
the topic of action research, including theory, benefits, and
methods of classroom action research. Action research is
compared to non-applied research methods (Parts 1 and 2). This
resource will be used to support your work on the discussion
this week (i.e., Topic Selection) and this week’s assignment
(i.e. Finding Nemo? No, Finding Research?).
University of Washington Libraries. (2011, July 19). What is a
scholarly journal article (Links to an external site.) [Video file].
Retrieved from
https://www.youtube.com/watch?v=PuyCJnv3auk
· This (2:56 minute) video discusses how to differentiate
between peer-reviewed and non peer-reviewed articles. As well
as, how to find peer reviewed or scholarly journal articles. This
Web Pages

Refworks (Links to an external site.). (n.d.). Retrieved from
https://www.refworks.com/refworks2/default.aspx?r=authenticat
ion::init
· This is an online bibliographic management program that
allows users to create a personal database of references and
generate bibliographies in a variety of formats, including APA.
Please use the group code RWAshfordU. You can also find the
link in the University of Arizona Global Campus Library. Click
on Getting Research Help and then Citation Help. This resource
will be used to support your work on the discussion this week
(i.e., Topic Selection) and this week’s assignment (i.e. Finding
Websites
ERIC: Institute of Education Sciences (Links to an external
site.). (https://eric.ed.gov)
· This site provides access to educational research documents on
a variety of topics housed by the Institute of Education Sciences
(IES) of the U.S. Department of Education. This resource will
be used to support your work on the discussion this week (i.e.,
Topic Selection) and this week’s assignment (i.e. Finding
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
Jing (Links to an external
site.). (http://www.techsmith.com/jing.html)
· Website for the web-based screen recording software that
allows for up to five minutes of narration for on-screen content,
including a presentation, with a free account. Web-based
publishing of recordings is possible as well through the
associated screencast service with a free account. This is a
recommended source for the Post Your Introduction discussion.

Microsoft PowerPoint (Links to an external site.).
(http://office.microsoft.com/en-us/powerpoint)
· Website offering access to resources for dow nload, such as
templates, and references for use of the widely used Microsoft
Office PowerPoint software. This is a recommended source for
the Post Your Introduction discussion.
Accessibility Statement does not exist.
Privacy Policy (Links to an external site.)
YouTube (Links to an external site.). (http://www.youtube.com)
· Website for the web-based video creation and distribution
service, which allows for webcam recordings, video uploads,
video editing and narration and captioning options, and much
more for public, unlisted, and private videos. If you want a
video to be viewable only by those who have a direct link,
select “unlisted” as the option for distributing your video. This
is a recommended source for the Post Your Introduction
discussion.
Recommended Resources
Articles
Head, A. J., & Eisenberg, M. B. (2010, November 1). Truth be
told: How college students evaluate and use information in the
digital age (Links to an external site.). Retrieved from
http://files.eric.ed.gov/fulltext/ED535166.pdf
· This report details college students’ information-seeking
strategies and research difficulties as part of Project
Information Literacy. This resource will be used to support your
work on the discussion this week (i.e., Topic Selection) and this
week’s assignment (i.e. Finding Nemo? No, Finding Research?).
Rheingold, H. (2009, June 30). Crap detection 101 (Links to an
external site.). Retrieved from
http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/
· This City Bright’s blog from SFGate.com features prominent
local citizens and experts with unique perspectives on digital

media and other 21st-century literacy issues. This resource will
be used to support your work on the discussion this week (i.e.,
Topic Selection) and this week’s assignment (i.e. Finding
Multimedia
Corwin. (2012, February 23). The rewards of action research for
teachers (Links to an external site.) [Video file]. Retrieved from
http://www.youtube.com/watch?v=sp37PkjTPx8
· This approximate two-minute video features the author of The
Action Research Guidebook. Richard Sagor hits briefly on the
impact that educational research can have on teacher self-
efficacy and student achievement. This resource will be used to
support your work on the discussion this week (i.e., Topic
Selection) and this week’s assignment (i.e. Finding Nemo? No,
Finding Research?).
Web Pages
Evaluating Resources (Links to an external site.). (n.d.).
Retrieved from http://guides.lib.berkeley.edu/evaluating-
resources
· This at-a-glance document from the Regents of the University
of California provides tips for finding credible sources. This
Websites
Bing. (http://www.bing.com)
· Optional search engine that will support your exploration of
comparing scholarly searches to other search formats. This
Google (Links to an external site.). (http://www.google.com)

Yahoo (Links to an external site.). (http://www.yahoo.com)
WEEK 2 INSTRUCTOR GUIDANCE
Welcome to Week 2 of EDU 694:Capstone 1: Educational
Research. Please be sure to review the Week 2 homepage for
this course to see:
· The specific learning outcomes for the week
· The schedule overview
· The required and recommended resources
· The introduction to the week
· A listing of the assessments
Next, be sure to read this entire Instructor Guidance
page.Overview
Recall that in Week 1 you discussed the overarching
understanding of Action Research in relationship to the
education profession. Week 2 is designed to ensure expansion
upon your early understandings of Action Research.
As part of the Week 1 Discussion 1, you were encouraged to
review the weekly homepages for the course and take note of
the assessments each week. Now is an appropriate time to
revisit the Week 6 Final Project instructions and Grading Rubric
to be sure you understand the scope of what you will do in that
assessment and how your participation in Week 2 supports your
success.Intellectual Elaboration

Why Bother with Research?
It would be so much easier, in our post-modern world, to self-
appoint ourselves as experts based on our experiences,
our intuitions, our “gut feelings.” After all, who knows better
than we do about the things we have experienced, thought, and
felt? Further, and more to the point, there are many people who
would be just fine with this. The presence of the internet, as it
is with many things, is in part is responsible for this. (Visit this
website for a lengthy explanation of post-modernism (Links to
an external site.). Go to this website for a much shorter
explanation of post-modernism (Links to an external site.)). In
the post-modern world, everyone can be their own “expert.”
Long held notions of expertise and scholarship have been called
into question, and thus must be defended.
Research relies on following a well-worn path, developed over
several centuries by scholars, scientists, and others, to find
answers to questions. In essence, the researcher seeks, through
following this path, to satisfy curiosity, to advance thinking, to
devise and invent solutions, and to make the world better.
Research, then, is vital to human progress, and is equally vital
in advancing professional practice in education.
Of course, there are many aspects to research, for our purposes
in this class, we will focus more on Action Research, a type of
research that educators can use well for their professional
purposes.
Action Research.
Action Research is a key type of research aimed specifically at
what I call “street level practitioners.” O’Brien (1998,
paragraphs 23 and 24) notes that Kurt Lewin is generally
considered the ‘father’ of Action Research. A German social
and experimental psychologist, and one of the founders of the
Gestalt school, he was concerned with social problems, and
focused on participative group processes for addressing

conflict, crises, and change, generally within organizatio ns.
Initially, he was associated with the Center for Group Dynamics
at the Massachusetts Institute of Technology (MIT) in Boston,
but soon went on to establish his own National Training
Laboratories.
Lewin first coined the term ‘Action Research’ in his 1946 paper
“Action Research and Minority Problems”, characterizing
Action Research as “a comparative research on the conditions
and effects of various forms of social action and research
leading to social action”, using a process of “a spiral of steps,
each of which is composed of a circle of planning, action, and
fact-finding about the result of the action.”
Action Research, when considered from an education viewpoint,
is tied with the work of John Dewey (Links to an external site.),
as noted in the Week 1 Instructor Guidance, whose experiential
view of education was suited to both students and teachers. As
such, it is very versatile. Teachers, while conducting Action
Research, seek to find solutions to practical classroom
problems. Some examples of Action Research can be found in
all curricular subjects, student management issues,
improvements of teaching technique(s), etc. Action Research
can also be conducted by individuals, teams of teachers, or
entire schools. In sum, Action Research works well for
educators.
Closing Remarks
Understanding the conduct, potential value, and professional
necessity of research in general, and Action Research in
particular, arms you with the necessary tools to not only
conduct your own research, but to enhance our profession. By
offering a substantial alternative to post-modern modes of
thinking as applied to education, you can proceed with your
professional practice with renewed confidence.Assessment

Guidance
This section includes additional specific assistance for excelling
in the discussions for Week 2 beyond what is given with the
instructions for the discussions. If you have questions about
what is expected on any discussion for Week 2, contact your
instructor before the due date.
Discussion 1: Action Research Selection
For this discussion, you will be choosing the Action Research
proposal in which you will review during this course and for
your final assignment. It is important that you choose a
proposal that is in keeping with your topic you chose during
Week 1 Discussion 2. As well, that the proposal you choose is
also one that you identified as a peer-reviewed sources from
Week 1 Assignment 1.
Journal: Reflection
This journal assesses your ability to apply collaboration and
cooperation as it relates to Action Research proposals. You will
be reflecting on the value of Action Research within the
education profession. Be sure to support your reflection with
information from the Lloyd (2002) article provided in the
course and your textbook. It is important with this journal
assignment to really reflect on how Action Research can have
an impact on and within the education profession.
References
Aylesworth, G. (2005, September 30). Postmodernism (Links to
an external site.). Stanford Encyclopedia of Philosophy.
Retrieved from
http://plato.stanford.edu/archives/sum2013/entries/postmodernis
m/
Encyclopedia Britannica. (n.d.). John Dewey (Links to an
external site.). Retrieved from
http://www.britannica.com/EBchecked/topic/160445/John-
Dewey

O'Brien, R. (1998). An overview of the methodological
approach of Action Research (Links to an external
site.). University of Toronto. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=w
eb&cd=&ved=2ahUKEwjqrd7l4KfqAhXVIDQIHV6pBXkQFjAA
egQIBRAB&url=https%3A%2F%2Fyouthsextion.files.wordpres
s.com%2F2011%2F04%2F14action-
research.pdf&usg=AOvVaw00Ue9wcIH5FsoZtCn0UKEO
PBS. (n.d.). Postmodernism (Links to an external site.).
Retrieved from
http://www.pbs.org/faithandreason/gengloss/postm-body.html
Guided Response: Review the posts of your classmates and the
responses of the instructor. Substantively reply to at least two
peers with your reaction to the initial posts. Discuss how their
justifications may be similar to or different than your own.
Also, skim the action research proposal they have provided,
discuss interesting items you found in the proposal and how it is
similar to or different than the one you posted.
Though two replies are the basic expectation, for deeper
engagement and application of the material, you are encouraged
to provide responses to any comments or questions others have
given to you. This ongoing engagement in the discussion will
deepen the conversation while providing opportunities to
demonstrate your content expertise, critical thinking, and real -
world experiences with this topic.
PEER1
James
My selection for this week’s discussion was an academic
journal entry: “The Role of Technology-Mediated Music-
Making in Enhancing Engagement and Social Communication in
Children with Autism and Intellectual Disabilities.” by Lila
Kossyvaki and Sara Curran.

In looking at this particular action research, one of the main
reasons for choosing it was that it is the most current of the
research articles I found for use in our week 1 assignment. As I
stated in my assignment, “much of the research that was
conducted and documented in the entries I found was done some
time ago. While I do believe that the research in all of the
presented papers is sound, there were some of them that were
almost 20 years old. In looking at action research, reflecting on
what has been done and possibly expanding upon it can work to
provide greater insight into the subject matter.” In the case of
the research I have chosen here, it is relatable to modern
thought on how to create social in roads for students who have
more severe types of autism and are also ED utilizing
technology and specifically music
Another reason that I chose this particular research was that
the authors point out that “very little research has explored the
impact of interventions combining music and technology on
children with a dual diagnosis of autism and intellectual
disabilities.” (Kossyvaki, Curran, 2020) Having worked with
autistic students who have also been diagnosed with ED, I have
seen firsthand how music can be utilized as a tool to engage
them, used as a reinforcer as well as a reward, and create
positive interactions among educators and students. As an
example, a student that I worked who was both autistic and
diagnosed as ED came from a Hispanic background and enjoyed
what is called “Banda”, a music that springs from Latino
culture. He specifically responded to an artist who worked in
this genre named Marco Flores. His appreciation of the music
came from his home life, and when utilized in the classroom, i t
seemed to function as a way to connect back to that. This
enabled me and my peers to use the music as a warmup when
entering the learning environment at the start of the day, as well
as create a token economy which encouraged him to work for
breaks and earn time to watch YouTube clips of the artist
performing familiar songs. I believe that more research in this
area is warranted in that music can function as an educational

tool for students with ASD who suffer with ED as well.
In my current classroom, I work with students who are
considered Mild to Moderate with only one of them being
diagnosed as having ASD. However, I utilize music in the
morning as a way to start the day as well as generate a positive
"vibe" in the classroom. In my future work as a Program
Specialist, I think that my previous experience in working with
a student who had severe emotional challenges and with whom
music worked as a bridge between home and school will allow
me to support teachers in using music as a means to interrupt
behaviors as well as engage students in learning.
References:
Kossyvaki, L., & Curran, S. (2020). The role of technology-
mediated music-making in enhancing engagement and social
communication in children with autism and intellectual
disabilities. Journal of Intellectual Disabilities, 24(1), 118–138.
https://doi-org.proxy-
library.ashford.edu/10.1177/1744629518772648
PEER 2
Vick
The selection for this week’s discussion is a web journal article:
“10 Ways to Create A Safe Learning Environment” by Jillian
Star.
Reason behind me choosing this article was, the informative
information this author gives me with using effective strategies
for my classroom setting. Being able to recognize the different
ways on how to use these will help boost your confidence as a
teacher and will help boost your student’s confidence. This
article broke down ten effective ways on how to make your
classroom safe with using some of the simplest methods.
Looking over these ten methods gave me the confidence boost
myself on how to manage my time more effectively, while still
reaching goals for my students to succeed academically.

Looking more in-depth with this article and finding such great
information, this gave me multiple opportunities I could ever
imagine to help me reach that safe environment goals. There
were a couple of ways that stuck out to me like a sore thumb
that had me thinking mores over on using and capitalizing on it.
Differentiated Instruction is a big deal breaker for me while
creating a safe environment. By differentiating your instruction
and not providing this “one size fits all” method, students feel
that their needs are being met. We are meeting them where they
are while maintaining high expectations, and giving them little
scaffolded pushes right where they need to be Jillian Star
(2021). Another way that stuck out to me was, Offering
Students Choice. Student choice is, giving students the control
over how they show what they’ve learned. Additionally,
allowing them to reflect on ways that they learn best, and giving
them a variety of opportunities to do that learning and let them
self-select Jillian Star (2021). This strategy basically
summarizes as giving students an independent role on learning
at their own pace and being able to choose certain academic
aspects in their educator’s classroom. The last strategy that
stuck to me like glue was, Creating Structures and Routines. By
doing this in your classroom students will have that expectation
you are trying to create on a daily basis. When a classroom
lacks structure, routine, and organization, it adds a level of
anxiety for students that doesn’t need to be there. Students
should be able to just focus on the learning that is happening,
and not have to worry about navigating their time and space. If
the structure isn’t there, they first have to learn what is
expected of them Jillian Star (2021) By simply putting routines
in place, and organizing our classrooms in a way where students
can easily access materials, we’re eliminating an entire layer of
anxiety frustration for our students.
Reason behind me choosing this article was, the informative
information this author gives me with using effective strategies

for my classroom setting. Being able to recognize the different
ways on how to use these will help boost your confidence as a
teacher and will help boost your student’s confidence. This
topic helps me keeps everything in alignment with my
behavioral students. This biggest out take of this article for me
is being able to Create Structures and Routines for my students.
By having this in place will help cut down on triggers being
shown daily, academic success gradually increasing, and
student’s confidence will peak at an excellent rate. My goal as a
behavioral teacher is to cause less confusion for my students so
that they will be able to enjoy their academics while being in a
safe classroom environment.
References
Jillian Star (2021) 10 Ways to Create A Safe Learning
Environment. https://jillianstarrteaching.com/10-ways-to-create-
a-safe-learning-environment/
Week 2 Discussion
The Selection for this week's discussion is a journal : Action
Research during Recess - A time for Children With Autism to
Play and Learn by Sharon F. Schoen and Megan Bullard.
I choose this article which describes how action research can
help educators whom teach children with autism how to improve
their social skills with their peers. As I stated in my Week 1
assignment, this area of education I will be moving into for the
2022-23 school year. Its imperative for teachers who are
educating autism children to understand the behavioral
challenges our children face in the classroom setting. Social
skill are important for building relationships, and learning. With
support from their teachers, children with autism can develop
social skills. Different strategies can help autisms children
developed social skills. Developmentally students who are 5-7
years old are typically establishing and terminating friendships
based on sharing time and things, (Schoen & Bullard 2002).
Children with autism often struggle with their peers in relating

to others, therefore getting them develop role -playing and
video modeling can help autism develop good social skills.
This article is allowed me to understand what can be modeled or
done to help children with autism in improving their social
skills. Social skills help autism children set goals for
themselves and build positive relationships with their peers
especially during the recess time block. This gives the teacher a
great chance to see which students are having a harder time
grasping this concept and provide more individual time with the
teacher or assistant if needed. Observations can be conducted by
the school psychologist, the speech therapist, the student's
parents, and classroom teacher to provide guidance for
instruction, (Schoen & Bullard 2002). Interaction between
children with autism and their non disable peers is essential in
developing and fostering social interaction.
This article is very important on how action research can
improve autism student social skills. I feels some steps that can
improve any child's social skills begins with teaching them
empathy, knowing your student's limits, practice role playing
and being a good role model to other. Moving from Learning
disability children's to autism students will be a transition
which there will be challenges to myself but and figuring out
what work for each individual student in the classroom. Some
important takes from this article is the appropriate measures to
improve children with autism to improve on their social skills in
and out of the classroom. Repeating fair play and good
sportsmanship as classroom expectations. I only have work with
autistic kids only a handful in my twenty years of teaching in
the Long Branch school district and I'm looking forward to
moving into my capacity after this school year. Teaching
children social skills can improve individuals socially and
academically, in which I plan on doing once settling into my
new role as an autistic school teacher.
Reference
Schoen, S. & Bullard, M. (2002). Action Reacher During recess.
A Time for Children to Play and Learn. Retrieved

from http://www.journals.sagepu.com

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