Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools

Abstract

This article describes a prevention program designed to provide "universal" interventions (i.e., classroom management, social skills, peer tutoring in reading) for at-risk students and those identified as having emotional and behavioral disorders (EBD) in urban schools. Students were selected based on the Systematic Screening for Behavior Disorders, with a key selection factor being identification of serious behavior problems through teacher nominations. An experimental-control, posttest design was used to analyze data across the target and control groups, which were composed of students already identified as having EBD and students at risk for EBD. Eleven students with EBD were included in the target group; six students with EBD were in the control group. Direct observation measures showed significant differences between the two groups in on-task, positive recess interaction and play, aggression, and out-of-seat behaviors. Teacher reports indicated significant differences for appropriately requesting attention, following directions, and reducing disruptive behaviors for the target group. Findings across students indicated the need to continue early prevention efforts for students with EBD and those at risk for EBD, with a suggestion that increased attention should be given to positive behavioral support systems.

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