Abstract
This study aims to assess the impact of systematic academic instruction
on academic progress and behavioural problems of students with
emotional and/or behavioural disorders (EBD) in special education.
Earlier studies have noted the importance of a systematic approach as
well as the significance of focusing on academic instruction instead of
on behaviour. On the basis of these studies, it was hypothesised that
the amount of teachers’ systematic academic instruction positively
influences the academic progress of students with EBD as well as
their behaviour. The amount of systematic academic instruction by
teachers in daily teaching (N = 88) and the behaviour and academic
progress of a sample of their students (N = 234) were measured
and analysed by means of multilevel analyses. The results show a
significant relationship between systematic academic instruction
and academic outcomes. However, academic outcomes taking into
account previous academic performance and behavioural outcomes
could not be related to systematic academic instruction. Implications
for research on the daily practice of special education are discussed.
on academic progress and behavioural problems of students with
emotional and/or behavioural disorders (EBD) in special education.
Earlier studies have noted the importance of a systematic approach as
well as the significance of focusing on academic instruction instead of
on behaviour. On the basis of these studies, it was hypothesised that
the amount of teachers’ systematic academic instruction positively
influences the academic progress of students with EBD as well as
their behaviour. The amount of systematic academic instruction by
teachers in daily teaching (N = 88) and the behaviour and academic
progress of a sample of their students (N = 234) were measured
and analysed by means of multilevel analyses. The results show a
significant relationship between systematic academic instruction
and academic outcomes. However, academic outcomes taking into
account previous academic performance and behavioural outcomes
could not be related to systematic academic instruction. Implications
for research on the daily practice of special education are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 72-84 |
| Number of pages | 13 |
| Journal | Educational Studies |
| Volume | 42 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2016 |
Keywords
- Instruction
- behaviour
- systematic
- academic
- EBD