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Cognitive Behavioral Interventions

What are the models, procedures , effectiveness, and limitations of the cognitive behavioral approach with children with EBD.

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1. What are the models, procedures , effectiveness, and limitations of the cognitive behavioral approach with children with EBD (Emotional and Behavioral Disorders)?

Cognitive Behavioral Interventions incorporates behavior therapy (e.g., modeling, feedback, reinforcement) and cognitive mediation (e.g., think-aloud) to build what can be called a new "coping template."
For example, "not hitting or pushing a peer when teased can be mediated by inner speech such as "That makes me mad, but first I need to calm down and think about this." The fundamental assumption of a CBI is that overt behavior (e.g., hitting or pushing a peer when teased) is mediated by cognitive events (e.g., "I'm going to let him have it") and that individuals can influence cognitive events to change behavior. Cognitive strategies incorporate a "how-to-think" framework for students to use when modifying behavior rather than any explicit "what-to-think" instruction from a teacher. Most important is that CBIs are student-operated systems, thus allowing students to generalize their newly learned behavior many more than teacher-operated systems that rely on external reward and punishment procedures" (Harris & Pressley, 1991, cited in .

Minnesota School-wide positive behavior model: A proactive strategy for defining, teaching and supporting student behavior resulting in academic and social gains and a positive school environment"
- MN Department of Education (see ). The model is research validated which "shows that when a school environment is positive and predictable, students feel safer, have better academic performance, higher test results and make better behavior choices. Schools also show a gain in instructional time, reduction in out of school suspensions and discipline referrals and show a decrease in referrals to Special Education." (

Another cognitive behavioral intervention involves group interaction and discussion:

? Acknowledge the contributions of the student with an emotional disorder.
? Call for responses and participation commensurate with the student's socialization skills.
? As the student's comfort level rises and when a safe topic is available, encourage the ...

Solution Summary

Cognitive Behavioral Interventions are presented. References are also provided to justify the assertions.