Abstract:

This study aims to elucidate the implementation of effective interventions tailored to the needs of students with emotional and behavioral disorders (EBD) within the school environment. The objectives include establishing a focus group through observation, planning and executing appropriate interventions, and employing strategies for teaching and behavior management. Emphasis is placed on identifying students with EBD based on observed behaviors rather than solely relying on medical diagnoses. The pivotal role of teachers in addressing academic, emotional, and behavioral challenges is highlighted. Addressing the imbalance between behavioral interventions and academic skill development is crucial, as neglecting the latter often leads to poor academic outcomes for EBD students. Creating a safe, positive, and structured learning environment is essential to fostering engagement and improving academic performance. Through observation and questionnaire-based assessments, specific behavioral patterns indicative of EBD are identified. This report offers insights into effective interventions, teaching approaches, and practical activities that positively impact the academic performance of students with emotional and behavioral disorders.

Target group:
8 classes of primary level (number of target students 11).

The research methods used are questionnaire, observation and task analysis.

Outcomes:
In the end of the school year, analysis of the results of the same questionnaire showed significantly higher results in both academic and social skills.

Keywords:

interventions, strategies, behavioral disorders, social skills, academic performance.