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Cognitive Behavioral Intervention Approach: Models, Procedures and Intersections

1) Cognitive Behavioral Intervention Approach: Discuss the models, procedures, effectiveness, and limitations of the cognitive behavioral approach with EBD children.

2) Include the procedures used in the approach.

3) Discuss each component and how they interrelate: (a) Emotions (b) Thoughts (c) Behaviors

4) Discuss the influence [(a) Emotions (b) Thoughts (c) Behaviors] one component has on the others (e.g., what influence do emotions have on behaviors?).

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A proven model when attempting to correct EBD in children is the cognitive behavioral approach which is a procedural-based intervention planning model that uses cognitive behavioral intervention (CBI) components to attempt to address behavior problems in children with emotional disorders. The overall objective of (CBI) is to teach students how to successfully manage their academic and nonacademic behaviors on their own. Several procedures are implemented to assist children in this goal including self-management and verbal meditation (Stonecipher, 2012).

These two procedures are the vanguard for preventing students from engaging in destructive behavior as a result of their emotions or thoughts because they posit self-control that allows the student to employ techniques within these procedures when dealing with their emotions. Self-management procedures within the (CBI) paradigm instruct the student on how observance and reinforcement of positive behavior on their own accord can establish positive emotions that elicit positive behavior. Several components involved in the self-management procedural process include self-monitoring, self-evaluation, and self-reinforcement (Stonecipher, 2012).

Self-monitoring teaches the student to monitor their behavior in relation to how they treat others as well as their own emotional feelings. Students are encouraged to make tallies of negative outbursts that they engage in to represent a diaphragm for the incidents of negative behavior that can be monitored and analyzed in the future by the student. Positive behavior should also be monitored and tallied to be assessed for future positive reinforcement of this positive behavior. The next step of self-evaluation implores the student to evaluate the monitored behavior in relation to how other students who are not exhibiting negative behavior behave. Self-evaluation places the student in the position of holding themselves accountable for negative outbursts and behavior that is destructive to the classroom as well as to them. In addition, the comparison of their own ...