Behavioural Interventions: Effective Strategies for Managing Emotional and Behavioural Disorders in Special Education Settings

Abstract

This study employs a single case study approach to examine the effectiveness of various behavioral interventions on a student with Emotional and Behavioral Disorders (EBD) in a special education setting. The objective was to assess how individualized strategies could improve behavior, social interactions, and academic performance. The interventions evaluated include token economy systems, daily check-in/check-out routines, social stories, peer-mediated interventions, self-management techniques, visual schedules, restorative practices, mindfulness strategies, mood-monitoring journals, relaxation methods, and exposure and response prevention therapy. The case study revealed significant improvements in all assessed areas. The token economy system implemented led to a substantial reduction in disruptive behaviors, demonstrating the power of positive reinforcement. The daily check-in/check-out system enhanced social interactions and decreased emotional distress. Social stories and peer-mediated interventions increased social interactions and reduced repetitive behaviors. Self-management strategies and visual schedules were effective in improving attention spans and task completion rates. Furthermore, restorative practices and conflict resolution training significantly reduced aggressive incidents. The findings highlight the critical importance of individualized behavioral interventions in managing EBD in special education settings. These tailored approaches are crucial for achieving better academic and social outcomes, underscoring the need for continuous professional development and dedicated resources to support these interventions. Based on the study’s findings, it is recommended that practitioners prioritize the implementation of customized behavioral interventions that cater to the unique needs of each student. Moreover, ongoing training for educators on evidence-based strategies for managing EBD is essential. Policymakers should allocate resources to facilitate the widespread adoption of these interventions, fostering a supportive and structured environment in special education settings.