University of Nigeria Research Publications

Aut

hor

OBIYO, N. O.

PG/Ph.D/96/23709

Title

Effects of Self-Applications Strategy on Socio-Psychological Behaviours of Emotional-Behaviourally-

Disordered (EBD) Pupils

Facu

lty

Education

Dep

artm

ent

Educational Foundations

Dat

e

November, 2006

Sign

atur

e

EFFECTS OF SELF-APPLICATION STRATEGY ON SOCIO- PSYCHOLOGICAL BEHAVIOURS OF EMOTIONAL-

BEHAVIOURALLY-DISORDERED (EBD) PUPILS

A RESEARCH PROJECT PRESENTED TO THE DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSIN OF NIGERIA,

NSUKKA IN FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF Ph.D. DEGREE IN SPECIAL EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS, UNIVERSITY OF NIGERIA, NSUKKA

CERTIFICATION

OBIYO, NGOZl OBIAGELI, a postgraduate student in the Department

of Educational Foundations and with the Registration number

PGIPh.0196123709 has satisfactorily completed the requirements for course

and research work for the degree of Ph.D. in Special Education. The work

embodied in this project is original and has not been submitted in part or full

for any other diploma or degree of this or any other university

pT&L. ,

CANQ ATE

I ' I

APPROVAL PAGE

THIS THESIS I iA5 UEEN APPROVED FOR THE DEPARTMEN J OF

EDUCATIONAL FOUNCIATiONS, UNNERSITY OF NIGERIA, NSUKKA

EXTEKNAL EXAMINER

- -/ . - . - - - - -

INTERNAL EXAMINER

I HEAD OF ~ E P A R T M E N T

DEDICATION

This project is dedicated to my husband and children

ACKNOWLEDGEMENT

1 wish to acknowledge the help rendered by my supervisor Dr. F. A.

Okwor for his guidance and useful suggestions. My gratitude also go to P'rof.

(Mrs.) W. J. Kalu, Prof. lyke lfelunni whose thoroughness and efforts led to

the successful completion of this project. Similar thanks also go to Dr. (Mrs.)

Onu. Dr. 0. Umeakuka, Dr. U. Eze. Prof. (Mrs.) Eke for providing me with

some useful materials and suggestions for the study.

Above all, my whole appreciation and thanks go to God for his

inspiration, mercy and love throughout this my programme. To him be the

Glory.

Department of Educational Foundations University of Nigeria, Nsukka

TABLE OF CONTENTS

- TITLE PAGE -

APPROVAL - -

CERTIFICATION - -

DEDICATION - -

ACKNOWLEDGEMENT - -

TABLE OF CONTENTS -

LIST OF TABLES - -

ABSTRACT - - -

CHAPTER *ON€ : INTRODUCTION -

Background of the Study -

Statement of the Problem -

Purpose of the Study -

Significance of the Study -

Scope of the study -

Research questions - -

Research hypothesis -

CHAPTER TWO: LITERATURE REVIEW - -

ConceptuaI/theoretical framework -- - -

Characteristics and classifications of EBD

Causes of EBD -

Neec! for early intervention

Models of EBD intervention -

Review of related theories-- -

Empirical studies on EBD - - -

Gender as factor in EBD - -

Effects of self-application on EBD

Summary of the review of literature

CHAPTER THREE: RESEARCH METHOD

Design of the study - - -

Area of the study - - -

Population of the study - -

Sample and sampling techniques

Instrument for the study -

Validation of the instrument -

Reliability of the instrument

Experimental procedure -

Control of extraneous variables -

Methods of data analysis -

CHAPTER FOUR: RESULTS - -

CHAPTER FIVE: DISCUSSION, CONCLUSION, RECOMMENDATIONS

ANDSUMMARY -

Discussion of the results

Conclusions -

Implications of the study

Recommendations -

Limitations - - - -

Suggestions for further studies -

Summary of the study - -

REFERENCES - -

APPENDlCES - - - - -

Application of self-application strategy procedure involved - -

Special education scales for identification of major

disabilities (SIMSED) - - -

LIST OF TABLES

Tables

Mean ratings of the respondents on conduct and social behaviour 7 0

Mean ratings of the respondents on personality dimension 7 1

Mean ratings of the respondents on learning and cognition problems 7 2

Mean ratings of the respondents on health and physiological status 7 3

Analysis of covariance on pupils scores on conduct and social behaviour 75

Analysis of co-variance on pupils score on personality dimension 7 7

Analysis of covariance on pupils scores on health

and physiological status 7 8

Analysis of covariance on pupils scores on learning and cognition 7 9

ltem by ltem Analysis of Factors

Component matrix of factor analysis

ABSTRACT

The purpose of this study was to find out the effects of self-application

strategy on socio-psychological behaviour of children identifled as emotional -

behaviourally-disordered (EBD). The study also examined the effects of

gender on the identified pupils. Four research questions and four hypotheses

were forrnulated to guide the study. The study was a pre-test post-test quasi-

experimental design involving treatment and control groups. The sample for

the study consisted of eighty (80) primary school pup~ls ~n Nsukka Central

local government area of Enugu State in Nigeria. The subjects of the study

consisted of fifty-five (55) males and twenty-five (25) females of primary five

pupils identified and rated by teachers as exhibiting EBD to an extent that

calls for concern. Eight pupils were assigned to each group and class i.e.

experimental and control groups. The strategy was a self-management

approach by pupils with teachers as guides. The instrument used for the study

was a rating scale called Speclal Education Scales for identification of Major

Disabilities (SIMSED). The hypotheses were tested using Analysis of

Covariance (ANCOVA). The research questions were answered using mean

scores. The results of the study showed that children who participated in the

treatment group had significantly greater improvement in classroom

adjustment than pupils in the control groups. However, there was not very

noticeable difference as a result of gender. The study has implications for the

classroom teacher, special educator, scrhool administration, institutions

responsible for training primary school teachers and professional bodies.

Based on these findings it was recommended that in-service training be

organized for primary school teachers on use of self-application strategy in

teaching pupils. Resource persons such as special educator, can be brought

in to train teachers. Also, incl~~sion of special education course in primary

education programmes was recornrnended.

CHAPTER ONE

INTRODUCTION

Background of the Study

Emotional-behaviourally-disordered (EBD) pupils are those children

whose negative behaviours do not allow them to perform wen in school, are

~ n W ? i c ~ m e fTWf~bers to peers and problems to parents. Many pupils with

EBD are bllw in primary schools in N ~ e r i a (Amadi, 1987; Nwaogu, 7988).

although the n~mber is not quite known. Teachers. may find themselves

working with some children who sometimes are disruptive. disregard rules.

appear respect the personal space and belonging of others, or who

neither pay attention nor follow directions.

EBO as defined by Kauffman (-1989) are those social-interpersonal

behaviours of children that interfere significantly with their education. Their

behaviour is characterized by serious deviations from the norm along one or

more of several dimensions, such as social withdrawal or aggression. This

shows that children with EBD are those who exhibit marked educationally

irrelevant behaviour over an extended period of time.

According to Wardel (1984) EBD refers to the disorder in which the

behaviour is socially disapproved: the behaviour includes acting-out against

people or authority; the behaviour is persistent From this definition, the EBD

does not occur once or twice. It continues over time. The people aroUnd the

disturbed child do not approve of the behaivour. The il@ication is that

disturbing behaviour can only result from an interactiorl between the child and

other people.

According to Turechi and Wernick (1994), it is the youngster who is so

active, impulsive, and distractible that Re ar she vdould have difficulty

functioning in nearly any setting. Again, the behaviour would not allcw him to

function effectively within his environment.

Another definition by Barkeley (1991a. 1992)is that EBD is a drsorder in

children of age-inappropriate attention span, impulsive control, restlessness,

and rule governed behavioilr that arlses early in childhood (pr~or to age six

years), is significantly pervasive or cross-sifitational, is usually chronic

throughout development, arid is nut the direct result ol revere emotional

disorder. To him, the disorder stark aar.1~ in life, though the reason is not

known.

Another definition put forward by Odoemela (1994) sees the disorder

as any excessive behaviour which chronically and markedly djffers from

normal and expected appropriate behaviour of a given age, group or society,

which si$nificantly interferes with the chid's growth and development as well

as others deve!opment, preventing the child from being happy and building

and maintaining satisfying interpersonal relationships with peers and adults. In

other words these children's behaviour is different from what is expected of

them as acceptable behaviour.

Children involved are described by various labels, which reflect the

frequency and context of the inappropriate behaviour. Such labels include

truants, antisocial, wayward among others (Kirk, Gallaghar and Hnastasiow,

1993). Where there is conflict with the law, a judge ruling [nay label them

delinquents.

Again, EBD children tend to be involved in repeated conflict with

siblings, parents, classmates. teachers and community. Parents call them

"bad children", teachers refer to them as children with "conduct problem",

social workers call them "socially-rnaladjusted (Kirk, et a/, 1993). Psychiatrists

and psychologists see them as "emotionally-disturbed", special educators see

them as emotional-behaviouraliy-disordered" (Phelan, Garbec', Garber and

Spizrr~an, 1999). In this study, emotional- beaviourally-disordered (EBD) shall

be used.

An operational definition of EBD for this study is that they are those

pupils who may learn poorly and do not have any satisfactory interpersonal

relationship. Some of them have phobias. exhibit odd behaviours, are

depressed, withdrawn and/or unhappy. This is from the ecological morlel.

The introduction of Universal Priinary Education (1 976) has

encouraged the influx of children in schools. Also, some of the teachers that

were used to start off the programme were not very qualified (Nwaogu, 1988).

Some teachers were quickly trained to start off the programme. They were not

adequately equipped to handle EBD children.

Classmates may be tolerant of these pupils at first, but over time, they.

like their teachers can become frustrated and unsure of how to respond

(For-ness, 1958). Inappropriate behaviour in the classroom is recognized as a

problem requiring action on the part of school administration and teachers.

Their behaviours affect their interactional patterns, especially, in the

classroom settings. Some of these children exhibit disruptive behaviours such

as temper tantrums, fighting, noise making. non-compliance to school rules

and regulation (Eze, 2002). These behaviours are usually dishrrbing to others

and affect learning in the classroom (Gr~sharn. 1989).

Several research reports indicate that children with EBU are generally

unpopular with peers as well as with teachers; atxi have a high ir~cidence of

school malacljustn~ent (Patterson. 1982; c"3r-esham, 1984). Without intervention

strategy, such children may develop increasingly serious adjustment

problems, and face high risk of dropping out of school. These problems, if not

resolved early enough, may eventually serve as a forerunner of delinquerlcy

and adult criminality (Rutler SI. Gannezy, 1983).

'The causes of EBD have not b e m adequately determined (Amy and

Baus, 2005). However, possible causes have been traced to heredity, brain

dkorder, diet, stress and family functioning. Research has not shown any of

these factors to be the direct cause of emotional or behavioural problem in

children. Although the cause is not known, it then becomes important that

attempts be made to arrest the situation.

Socio-psychological behaviours of EBD are placed under four main

classifications for this study. These are conduct and social behaviours,

personality dimenston, teaming and cognition, health and physiological status

(Coie, & Dodge, 1983: Gittleman, 1986; Francis, 1988, Kalu, f 985; Kirk,

Gallagher 8 hastasiow, 1993). Learning and cognition was included for the

study because a child is not considered disordered unless the beiiaviour

adversety affects the child's educational performance (Forness, 1 992). For

classifications of these behaviours (See Appendix 11).

The identification of children with IEBD is based on series of encounters

with the children or observation of children's behaviour. Teacher identification

is very important. Apart from the home, the teacher is the next positive

influence that a child c m e s in contact with early in life (Bower, 1981). Wafker

(1982) noted that teachers are in a particularly good position to make

judgments e,Mirl the significance of children's behaviour. This is because they

can observe behaviour directly and daily in their social context.

Recent studies have shown that r~iost primary school teachers could

only identify physical disabilities such as blindness, deafness and other

physical impairment very well (I koh, 1999). Other categories of disability such

as EiBD were said not to be easily identified. This was attributed to the fact

that teachers due to over-crowded classroo~n among other reasons do not

pay attention to individual chilcfr'en. As such, they cannot identify their

problems, need and aspirations. They had been relying on mere observation

for identification.

The rating scale is usually very much preferred (Mattison & Hooper,

1992) to address the .situation of identification of EBD. Rating scales are used

to help identify the degrees of a property, or in moderr, terms traits, an object

or person may have when no instrument for measuring the trait directly is

available. The trait rated needs to be made as clear as possible with the

examples or cues clarifying the way it is operatimalired.

The focus is not to infer with those states, but to identify positive

learning relevant behaviours so they can be increased. and to identify

negative counter productive behaviours that need to be decreased. The

present study is interested in terminating or reducing negative behaviours the

rating: scale will identify. Tkse identifications are used to establish clear,

cunsistent consequences designed to foster the desired behavioural change

(Hoy & Gregg, 1994). Many rating scales provide normative data, making the

information obtained from them to be superior to interview data (Mattison and

Hooper, 1992).

Therefore, how well these children would participate fully in the

development of the nation as stated in the National Policy on Education

(1 981 j depends largely on the proper and early identification and treatment of

their disabilities. This would involve the children in learning experiences that

will meet their needs.

F'resentty, teachers have been neglecting the EBD children and have

been teaching them as other children (Ikoh, 1999). They have used corporal

punishment to no avail. The children have not been benefiting from the school

setting.

To arrieliorate their problem, self-application strategy is now

successfully used in developed countries (Hudley & Graham. 1994; 60s &

Sharon, 1994). In Nigeria, emphasis on treatment had been based on

qualities of the teacher. It includes interest in children, teacher's

resoi~rcefulness and initiative in teaching, management and providing

teaching materials (Amadi, 1987). Eze (2002) has recently carr~ed out a

successful research on use of structured learning as an interventio~i strategy

on children with disruptive classroom behaviours. This can also be used as an

adjunct to self-application strategy in curbing behaviour problems in children

and helping them to learn.

In the 1980s, there had been a trend towards integration of cognitive

and behavioura! psychology known 21s cognitive behaviour modification

(M~echenbaurn, 1986,Baker & Scarth, 2002; Amy & Baus, 2005; Corsini,

Baker 8 Wedding, 2000), in which beha~ioural self-management shares much

of it$ theoretical Foundation with social skill training and strategy training.

Cognitive behaviour modification lechniqrres involve self-observation, self-

recording of behaviour, self-ins2mctiorn, self-application, modeling among

others (Woolfolk, 1995). Self-application shall be adopted. It involves the

pupils themselves. They manage their behavioc~rs themselves. The strategy is

based on the social learning theory.

Self-application refer's to the learner monitoring hjs or her thinking and

actions through language mediation (Bos & Sharon (1994). The children first

use language to mediate their actions by overtly engaging in self -instruction

and self-monitoririg. Later, this language mediation becomes covert. With this

strategy, pupils act as their own teachers. They are expected to take active

roles ~n their learning process and to be responsible for their own learning

(Harris & Pressley, 1991). Although they work under the guidance of a

teacher, they are expected to monitor their learning, change or modify

strategies when difficulties arise, evaluate their performance. and in some

cases provide self-reinforcement.

The pupils encourage lhernseluc!~ with verbal prompts to persisl i r i

solving an academic or smial problem (Miller, 1993, Kazdin,1998; Harris &

Pressley, 1991). Each child may be asked four specific questions by the

teacher. "What is your problem"? "F-low can you control it?" "Are you following

the plan?" "How did you do it?" The pupils talk themselves through the steps

of a. task. They learn to ask themselves questions as they go a l o ~ q . With

mastery, the self-talk becomes covert (Kaplan, 1991; Deshler & Scliumaker,

1986),

The strategy had been used by researchers and they hard fm~ d if to I be successful. The study carried out by 130s and Sharon (1994) found /he use

I of this strategy very effective, The training and goal regulation slrateg, were 1 helpful in increasing the number of goals accompfished. It gave the p,rpils a

I

better perspective of what their educational, vocational and persona goals

were. Similar studies by Camp & Bush (l981), Nelson, Stnith, Young 81 Dodd,

(1991) indicated that self-application prosedures can be exlrernety effe I .ttve in I

enhancing academic and social behaviour of EBD pupils. 1 Self -application as a teaching strategy is good because it involvbs the

pupils themselves. It can be easily administered once the pupils had lea 1 ,nt the

techniques. Moreover, they assist in designing the programme. For

see it as their own. Perhaps. this strategy would also prove

Nigerian environment, hence, the present study. The study st7311

i effects of self-application strategy on gender on identified pupils. I

Studies have shown that gender is an important factor in EBD (Ba kley, 'i 1985). From the study by Cullivan. Epstein and Sabornie ('l992). I( I was

discovered that t i ~ o to four times as rnany males as females are i d m ified. I I Adesokan (1988) noted that boys constitute about eighty--five percent of the

cases of EBD. However, he opined that it is probable that girls had ju L t as I

serious problems but that the expression is more often in the fork of I

withdrawal, fantasy, and nervous symptoms. Barkley (1985) noted in his tudy a that the reason for such male prevalence is not that clear. He suggested that

l it may ultimately relate to the same reasons boys are more likely to have

I learning disorders, psychosis, mental retardation and other psychola

disorders. This study will find out whether gender is a factor in EBD pupils!

of these pupils? W o ~ ~ l d gender be an important factor? What would td the

effect of self-application strategy in their treatment?

Statement of the Problem

EBD pupils are not the easiest pupils to handle. By their 1 ery characterislics, they make the leachers day full and uninteresting. Wit1 1 out

early interwention, such pupils may develop serious adjustment problen~s, nd i face high risk of dropping oz~t of school. These problems. if not resolved e - rly i enough, may eventually serve as a forerunner of delinquency and adult

I criminality (Kuffer & Garmezy, 1983: LWilson and Herristein, ,1985). ~rustratjon

i Literature had found out that more boys are emotional-behavio rrally-

disordered than girls (Hudley & Graham. 1994). Also, self-application st/ategy

was successful in changing the behaviol~rs of pupils with EBD (~ughes!, Ruhl

with resultant EBD tnay even lead to suicide if not well treated ( ~ o o l f b k .

& Mist'a, 1989). Available studies that used self-application strategy an

1995). If the problems are not properly treated or tackled, i t may lead to a new

EBCd

generation of EBD children, so the cycle continues (Baker & Scarth. (2002).)

pupils are foreign. This calls fur the need to determine the effectiveness of I

self-application in minimizing EDD on identified pupils in our local

considering that our social and cultural environments are different.

question is. to what extent would there be an improvement in the

According to the findings reviewed in the background of the study by i

(Ikoh, 1999; Odoemeiam 1994), it appears that, reasons for the neglect would

d be attributed to the number of children they teach They had been relying n I

mere observation for identification. As such, the pupils have not bedn

benefiting much from the school setting. I

I

attention to them. They were lumped together with other han icapping 1 conditions. Evidences that the problems exist in Nigeria had been noted by

Amadi. 1987; Nwaogu, 1988. 1 Teachers have used corporal punishment on such children to no avail

(Amadi, 1985). Treatment has heen based on qualities of teachers- initiative

in teaching, teachers resourcefulness, management and provision of eaching

materials. As such, these children are not properly treated or ha dled in

schools.

I The strategy will help the teacher design class instructions w ich will

help them develop specific social skills. This inclc~de positive resp nse to

peers and others. effective co-operation among others.

Evidence is not really available on the prevalence of boys o EBD

affected by the strategy or the prevalence of gender on EBD.

I problems (Barkeley, 1985). The study shall find out the effect o

application strategy on iderltified pupils, whether boys and girls will

In developed countries, teachers have worked with these

using self-application strategy. a form of cognitive behaviour'

approach. Perhaps, this %me approach will prove effective

setting. Orie may then ask: what are the effects of

identified pupils with EBn in Nscrkka town'?

factor'?

8 8

Purpose of the Study i I I The purpose of this study was to find out the effects of self-application

strategy on socio psychological behaviour of EBD pupils in Nsukka

Specifically. the study was designed to find out:

1. The effects d self-application on conduct and social behavio.~rs

pupils.

2. The effects of self-application strategy on health and physiol3gical

status of pupils.

3 a, The effects of self-application s:rategy on personality dimensim

pupils.

4 . The effects uf self-application strategy on learning and

behaviour of pupils.

5. If there was a disparity in the effect of self -application on the male

fernale EBD pupils.

Significance of the Study

The study has theoretical and practical significance. Theoretically,

proper identification of EBD pupils will help the teacher design

instructions for the pup~ls. They vsill be helped to develop specific social

such as responding positively to peers and others, co-operate effectively

people, control ones impulses and appropriate commirnication of needs.

school should familiarize itself with the behaviours of such children and

application strategy as a treatment technique. Given the demands

teacher's time and schedule, the rating scale used in screening

identification of these pupils is practical as well as valid. While the treatment

strategy will ameliorate the problem that can result from EBD.

tovsn.

of

of

cogit ion

and

dass

skills

with

The

sAf -

on

and

Also, the study will benefit the society at iarge. It will enabl the

children to effectively play their role in the development of the nation. In tead

of becoming social menace in future, they will be effective contributors. [me

of them may drop our of school. It can break the cycle of prod cing

generations of such children and possible criminality tendencies that

self-manage themselves even if their parents are unstable.

Futlhermore the study will sensitize curriculum planners to

identification and treatment of EBD children in teacher training

Nigeria. The results from this study shall provide information

be included in the programme to enable teachers use

classrooms.

on pupils. In-service training shall be organized for

Practicalty, i t will be beneficial to the pupils in

of self-application will enable the children to

make them to be able to perform at

benefit from it by knowing the

rnay

applying it.

Finally, the study will provide irseful information towards a progressive

educational policy which will rnake it possible for EBD children to be

defined, identified and treated in Nigerian classrooms. The children

helped to maximize their educational potentials and contribute effectivdy

the economic, technological and general development of the society

strategy and the effects will be useful for workshops. This will be airi-ed

result. I t had been noted earlier that irnstable parents can reproduce un

children. Without effective intervention self-application will help the child

properly

will be

to

The

at

~mproving the identificat~on and treatment of EBD children how gender

can contribute to manifestation of EBD i r~ pupils.

Of the four categories and classifications of EBD - c

behav~ours, personality dirncnsion, health and

and cognition. self-applrcatim strategy shall

people concerned with planning of the

society. The effects of the strategy

behavioirr to determine the efficacy

with the teachers as guides, the strategy will reduce or eveel

problems and make the chiklren perform well.

Initially, their school pedmmance had been minimal as a

behaviours in these classificatiot~s. Self-application is now use3

develop properly. For this, the children will benefit because

learn when the behaviour is corrected. They can now sit down

instead of fighting or being withdrawn as the case may be.

The school will benefit because they will have less probl

emanate from behaviour. Even academic perfortnance will

boosting the tone of the school acadei~iically. There will be

truancy.

Curriculum planners will now have a target of what to

curriculum. The real strategy will be used instead of beating

and using trial and error technique.

The society will have less problenl. Earlier. it was noted

tendencies can result when the problem is not well handled. Man).

eradimte the

result of the

to help them

they can now

and learn

?m cases that

i,iiprove, thus

I x s cases of

i t c l ~ ~ c k in the

a b ~ u t the bush

th& criminality

people can

now have peaceful sleep Parents can start thinking of something else

especially as the method involves the children themselves.

Teachers can now know how to properly place pupils in the cl ss in

models and the strategy used properly.

I terms of gender. @oys for example may be seated closer to the teacher to be

able to keep an eye m them. Pupils concerned should be seated nea- role

Scope of the Study

The study is delimited to EBD pupils in Nsukka town. 'The dimens

EBD covered are conduct and social behaviours of pupils, persoiality

dmension, health and physiological status, learnmy and cognition I~e t~a~ iou rs

of pupils.

EBD pupils were identified with the use of a rating scale. Such ch

were treated with the use of self-application strategy to determine the

on socio-psychological behaviours exhibited. Effects of the strategy was

noted for gender.

on of

ldren

lffect

also

Research Questions

The following research questions were formulated to guide the stujy;

7 . What were the mean ratings of children on conduct and

behaviours due to treatment and gender?

2. What were the mean ratings of children on persorlality

problerns due to treatment and gender?

3. What were the mean ratings of pupils on learning and

problems due to treatment arid gender?

social

dimeision

coglitior)

4 What were the mean ratings ol children on health and

problems due to lreatrnent and gender?

Research Hypotheses I The fol lowi~ null hypotheses were tested at probability level of c.05,

Hal: There Was 1'70 sl@likan~ difference in the ,mean ratings c,f

resPomenfs as swards c0nBu~t and social behaviour due to trea; merit

(experimental Or cmlrol), and gender.

HQS There Was 170 significant d i f f e~nce in the mean ratings of wpils due

treatment, gender on personality dimension.

H o ~ : There was no significant diference in the mean ratings of ,pupils due

treatment and gender on health and physiological status.

k b d : TRere was RO signifi~at?? difference in the mean ratings of

respondents m learning and cogn~tion due to treatment (experirnertal

or casntrol) and gender.

Ho5: There was no significant interaction effect between strategy

gender on pupils mean response with regards to conduct and social

behaviow.

Hos: There vias no significant interaction effect between strategy

gender on pupils mean responses with regards lo personalif:/

dimension of behaviour.

HO,: There was no significant interaction effect between strategy

gender on pupils mean responses with regards to health

physiological behaviour.

the

to

to

!he

and

and

atla

Hoa: There was no significant inleracl~on effect between strat, k gy and

gender on pupits mean responses with regards to

cognition behaviour.

and

CHAPTEI? TWO

REVIEW OF RELATED LITERATURE

The Literature Rev~ew for. this study focused on the follow~ng:

I. ConceptualTTI-leoretical framework

Concept of EBD.

Characteristics and Classification of EBD.

- Causes of EBD.

Need for Early Intervention.

Models of EED Intervent~on

- Review of Related Theories

Empirical Studies on €ED

- Gender as factor in EBD

II. Effects of self-application on EBD

Ill Si~rnrnary of Review of Literature

ConceptuallTheoretical Framework

Differences exist in definition and criteria amongst professional group

assessing children and probably this accprnts for most of the variability i

estimates. It is also plausible that cultural, social and economic force

contribute to variations (Kauffman. '1 989; Kauffman, 1986;).

Emotional-behaviourai -disorder can be defined in t e r m of persor~alit

dynamics, that is, in terms of the effect of a child's behaviour on himself c

herself or on other people. This is referring to the ecological model. It can als

be defined as a marked deviation frotn age- appropriate behaviour th:

significantly interferes with the child's own developmerit, the lives of

both. This is on the developniental milesfone and ecological model.

C

r

C

I

C

3 !

others or

A useful definition of EBD is that of Wardel (1984). He referred to

disorder in wh ic f~ :

a. the behaviour is socially disapproved.

b. the behaviour includes acting-out against people or authority.

c. the behaviour is persistent (pg. 30).

This definition encompassed psychological and ecologir;~l Iheorie

From the definition, the behavioural disarder does not occur once or twice.

continues over time. The people around the disturbed child do not approve

the bel~aviour. The implicatiorr is that disturbing behaviour can only result fror

an interaction between the child awl other people with whom he canes

contact.

EBD in children is seen as the disturbance relying very highly on th

subjective judgement of adults, that a child is too threatening or burdensom d to others andlor too negative towards. himself lo be Z~reraied $auffman.

1989). This definition is based on both psychoanalytic and eculogical models.

The above definition sees the disturbance as both something an aduli

might ascertain from the child's behaviour. The bebviout is seen as a threal

and as constituting a disturbance to others. The negative altitude will aka be

exhibited towards the disturbed child.

EBD is typically defined as situationally inappropriate behaviocrr or

feelings under normal circumstances that adversely aHect acadeniic

performance (Epstein, 1987). Although it appears to focus pr-irr!arily upor

social behaviour problems for operational purposes, the ultimate criterion b)

which eligibility decisions are made is academic performance. This is uncle1

d. a general pervasive mood of unhappiness or depression.

(Cullivan, 1986). A child cannot be classified as E8D unless i can be

denionstrated that the behaviour affects academic; performance ( reshan.

l982a; 1985).

Pupils with EBD are those whose primary disab~lity i socio-

mterpersonal behaviour that interferes significantly with their edwati n. Their

behav~our is characterized by serious deviations from the norm a b b one or

more of several dimensions, such as social withdrawal or a gresslon

(Kauffman, 1989) This is both on ecolog~cal and psychological mod Is. This

s~~rnrnation is that children and youth w~th EBD are those who exhibi 1 marked

educationally relevant behavioural devrat~ons over an extended pefio of time

EBD, accord~ng to Wood (1990) is a term used to describe a broad

range of social and emotional disabrhties of children. This terrn h

definition is also based on psychcrlogical and ecological theories.

s been 1 preferred by some professional groups who Rave argued that it

descriptive of social and ernottrsnal problems thaI are observed by 0th

In a proposal i a d e by Bower (1981), s child who has EBD exhnits

or more of the following characteristics to a marked extent and over

period of time:

a an inability to learn which cannot be expla~rled by ~ntekctual,

or health factors.

b, an inability to build or mamtain satisfactory interpersonal relat~c

with peer or teachers

c. Inappropriate types of behaviour or feelings under

circumstances

s more

?rs The

one

a lorig

sensory,

nsh~ps

~orma l

e. a tendency to develop physical symptoms, pains, or fears assoc

with personal or school problem (p. 55) (Forness, 1992).

These characteristics were derived from school- based res,(

involving thousands of children (Bower, 1981). They are used in federal

and regulations governing provision of special education service

disordered children for example in PL 94-142. This definition encornpz

the different models.

A general attempt to definition OP EBD was made on the prouisio

National Policy on Education [1981). It defines special ducation as edw

of children and adults who have learning difficulty because of different so

handicaps, blindness, partial sighteciness, deafness, hardness of he; I

ted

rc h

les

t 0

;ed

; of

ion

; of

mental retardation, social maladjustment, physical handicap, etc,

circumstances of birth, inheritance, social position, mental and

pattern, or accident in later life. As a result, few children and

to cope with the normal school organization, and methods. Here, an atle pt

was made at general definition of special education. No special attention

given to EBD.

EBD according to Amadi (1987) may be defined as devlation from t e

expected appropriate behaviours of a given age or group which significan i ly

Interfere with the child's own growth and development and those of ot Je r

people. Th~s definition implies that the behaviour termed disorder- has to e

mterfering with the child's educational growth or his interperso I

relationships.

i A description of such children is not new ~n Nigerian society f

example, two words are used by the lgbo people to describe such childre

This is "ajo nwa" This simply means a bad child The child's behaviour is

acceptable to parents and those around him. For the Yoruba, another etl

group in Nigeria, such apt definition for EBD is "omo buruku " i.e. bad cl

The Hausa, another major ethnic group see such children as "yaro ba cha\

An operational definition of the concept of EBD is: EBD are th

pupils who learn pmrly and do not have any satisfactory interpersc

felatimshlps. They have phobias, exhibiting odd behaviour, may

depressed or unhappy.

Characteristics and Classification of Emotional-Behavioural- Disorde

In their classification, Jenkins, and Hewitt (1980) identified three ty

of emotional-behavioural-disorder, the unsocialized aggressive child.

stxiallzed aggressive child and the over-inhibited child. The unsoclali

aggressive child defies authority and is hostile towards authority figures. H

cruel, malicious, assaultive and has no guilt feeling. Such children could h

grown up from homes where they received no love or attention in infa1

They developed no attachment to anyone or to any group They did

develop a super-ego or conscience.

The socialized aggressive child shares the same characteristics as

unsocialized aggressive child. Though, tie is socialized within his peer grc

He has some security with the mother but was rejected later.

The over-inhibited child is shy, timid, withdrawn, seclusive, sens

and submissive, He is over dependent and easily depressed. Such chilc

come from over protective and higher socio-economic group. From

classification the f~rst two display the kinds of behaviour that IS unaccept:

1s s o c ~ t y . The third one represents the personality problems of chiklren who

are over-inhibited, sensithe and shy.

This typology fed lo subsequent studies by Quay, Morse and Cutler

(7986). They identiried conduct disorders, personality problem dirrrension and

inadequate immature dimension.

These findings were later utilized by Spivack, Swift and Prewitt (4992)

They Isbefed Iheir subjects as hnpulsive internalized disturbance. This is

charstctt?rired by extrerne hgh rehance on the teacher for appropriate

d~rectiorr, high inatkntiveness, mi~ed low comp~ehension and b w meatme

init~ative. The irnpwlswe group exhibit impatience, disrespect, deriance,

external brame mixed with inattentiveness and irrelevanf responsiveness and

tendency to externalizing blame.

CIassification derived from statjstical analyses of behauioural ratings by

parents and teachers are gaining wider acceptance for purpose of research

and intewention (AcRenbacR, 1985; Acknbach & Edelbrock, 1 981 11987;

Quay, 1986; Quay & Werryl, 1986). Tww broad-band (primary and pewasive

behaviour dimensions or syndromes are internalizing) or anxiety-withdrawal

and externalizing [conduct disorder).

A classificatiofl of EBD children placed them into four broad-based

categories. These are condirct and social behaviozlr (characterized by

restlessness. defying authority. cruel, malldous 8 assaultbe). Others are

personality dimension, health m d physiological status and learning and

cognition (cluay si Werqr. 1986: Kalu, 1905). These shall form the basis of

classifications and characleristics of this study. They are adopial because

they are more corriprehensive and encompassing.

I Other narrow-band-more delimited, specific to age, sex, other sub- I

group factor syndromes (e.g. cruelty, delinquency, sex social !

ineptitude) also have been identified in a variety of studies

1985). By far, the greatest percentage of children identifie for special f I education exhibit externalizing disorder

but concern for children with internalizing disorder

related to depression) is rapidly increasing (Forness, '1 988).

Emotional-behaviourally-disordered children are characteriked by inner I

tensions and anxiety. They display neurotic and psychotic behahour. Often

i times, their behviours interfere with the lives of others. Their be aviours are ! as a result of the inner conflicts and inability to control anxiety. Th'e isolate or

withdrawn child would be considered emotionally disordered b b cause his

i behaviours, although an attempt to avoid anxiety, actually interferes with his

own growth and development (Kirk, 1992). i !

These children are often abused children. They are consta tly beaten 7 l and appear dirty. A< home, they are suspected for anything that we t wrong in

the family, 'I

It might start within the family group with early symptoms o

lying, disobedience and verbal or physical aggression towards ot

members. As this continues, the symptoms may spread and

the family, notably at school and in the neighborhood. The child h a y , play

,I truancy from school, stay out late. steal from shops or cars, running away

I from home and commit act of vandalism. Failures in the school often

accompany such behaviour disorder. The child's hostile attitudes to t e adult

world manifest in refusal to take part in activities of school. I

Truancy often accompanies other emotional disorder. The tru a nt is no.

destructiveness, temper. tantrums, solitary existence, teasing,

disturbed relationships with others and sexual misconduct. Ot

prevented by anxiety but by a stronger desire to do some thing eke. the child

rudeness towards those in authority, fights and malicious mischief.

Many of these children have deficit in fine muscle control, eye-hand co-

ordination andlor perceptual abilities Learning disorder may accbmpany>

might leave home and return there at the appropriate time w'thout

attended school The parents think he is at school, while the school

cause or aggravate emotional conflicts.

Raving

staff

Internalizing disorders of emotional-behavioural-disorder cdnsist of

such symptoms as depression and withdrawal (Kazdin. 1989). It cad also be

concluded he is sick. i Parents may actively encourage the truancy, perhaps to Rave help with

housework or shopping or with taking care of a baby. Most truants a e pupils T with financial needs for school provisions. Their consequent Sailure fo get I

satisfaction from school is an additional factor in discouraging attkndance

I Stealing, vandalism, fire-setting, raising of false alarm are also included as

symptoms of emotional disorder

Emotional-behavioural-disorder symptorns do not always apvear first

within the family group. In adolescence especially, they may appear 1 hen the

individual becomes involved in the activities of an adolescent Other

i characteristics exhibited include disobedience, quarrelsomeness, aggression,

noticed in anxiety disorders (separation), avoidant disorder and over-anxious

disorder. These are .identified in the Diagnostic and Statistical panual-~orth

Edition, Revised (DSMIV). These sub-types can over-lap (~ittlem'an, 1986).

I Such children may develop phobias. These are fears that are

excessive to the situation and cannot be reasoned away. T , k ey lead to

avoidance of the feared object. They persist over time, are

are not age specifk [Miller, Barret, and Harnpe, 1989).

Anxious and fearful children exhibit specific cognitive I I

are targeted in self-control therapy They expect bad things to happen In

I fearful and anxiety provoking situation (Francis, 1988). They lack confidence

in their social abilities (Wheeler & Ladd 1982) and rnake neg a tive self-

I evahlations. They make more off-task and distracting self-statemerlt (Zatz &

C hassitr, 1983, f 985). \ i Such cRiktren distort information in ways that exaggerate thyat. They

i personalize respensibilily for bad events, focc~s on negat~ve aspe~ts of a

situation at the expense of positive aspects and increased self-consci d usness

(Leitenberg, Yest c&~I-witson, 1986).

Children with internalizing disorders however distort information in

ways to maintain the child's depressed or anxious moods and ahoidant I

behavioun (Ingram 8 Kendall. 1987; Kendall, 1987: Stark & Adam. 4990). I They have deficits in self-control processes involved in self-monitorin$, self-

evaluation and selFieinforrement (Stark Brookman 8 Frazier, 1990).

I Externalizing disorders consist of under controlled or outward directed

I

behaviours such as aggression, conduct his orders, impulsivity

hyperactivity. Such children are also characterized by deficits in

Symptoms of a depressive disorder include sad or irritable mood, low

self-esteem, lack of interest or pressure in most activities, feeiings of

helplessness, social withdrawal and problems in attention and concentration.

Childhood depression is associated with lower social and academic

competence (Altmann 8 Gottib, 1988; Cole, 1989; Strauss, 1984) and

impaired performance on some tasks (Kaslow, Reblim, Siegal 1984).

Depressed children seiectively attend to their failure and attend

minimally to their success. 'They set more straight standards for. poor

performance and engage in more self-blame. They expect to perform more

poorly and evaluate their performance more negatively and reinforce

themselves less frequently (Kaslow 1984).

Somatic disorders according to Segel and Smith (1990) refer to any

bodily dysfunction. Recurrent abdominal pain and headaches are two of the

most common of chronic recurrent pain in children that are not associated

with a specific disease (Elliot and Jay, 1987). They have educational and

behavioural correlate'; and have been the subject of several treatment

outcome studies. Such children tend to rely on avoidance of stressfid

situations as a way to reduce their discomfort. This only fails to reduce the

pain but contributes to social withdrawal and to an iricreased sense to conlrol

the pain (Philips, 1987).

There is evidence that the mean 1Q for such students is below that for

general population and that most of such students have serious acade-mic

deficits (Kauffman, 1989; Kauffman, 1987).

as behaviour disordered and the sex ratio

for syndromes.

More boys than girls are identified

favouring boys is particularly'high

I

Students with emotional behavioural disorder lend lo be overachve, I I excessively restless or easily aroused (Goldstein and Goldstein 1990).

Arousal has to do with the speed and inlerisity with which these students g to

emotional extremes. i Such students have difficulty suslaining attention on the task at h

Relevant stimuli appear loo appearing to be ignored They are

abil~ty to M a y responding. They act before they think and

question .is finished (Hoy and Gregg, 1994).

Students with behaviour disorder may experience social, behavio ral 4 for failure Ida not learn critical social and affective skills on their own and, a a

and affective problems. Several researchers have found that students at r

result, suffer from poor peer relationships, loneliness, and self-esteem (Coi & 4

sk

Lewis (1990) believe at the dimensions of classroom behaviour, self-conce t, 1 Dodge, 1983; Dodge, 1983; tufting, 4987a, 1987b, 1989). McLaughlin

self-esteem, peer acceptance and the students' interests attitudes towar s

school are impodant variables that shoc~ld be considered for all stude ts T &

referred for special education assessment.

Various classification and characteristics of emotional behaviou

disorder have been discussed. These include internalizing and externalizid

behaviour disorder, somatic complaints, phobia and depressive disorde

They shall form the basis for teacher identification of such behaviours usir

diagnostic prescriptive rating scale.

Causes of Emotional -Behavioi~ral-Disorder

Specific, isolated causes oT ch~ldre~l 's emotionaJ-behawmural-disorder

are atmos! never identifiable. Biolvgicaf, Tamily, scl~orr! and cullural influences

gn behavioural devefqmersl are known to exist (Kai~ffman. 1909)

Physiolgical and envirm~rn~er~lal factors can cause emotional

behavioural disorder (Kirk 8 GaVagl~cr. I909). Central nervous system

dyslunction is considered by many to be another cause (Wender, 1901).

There are also the roles of ce~ebral dysfi~nctior~ to beliav~oral dev~ations. I

There are physiological factors, which have been noted to relak to

irritability, lack of sctiool progress and other conclircl disorders. The mind has l

a great effect on the M y (psychosomatic disturbances) and the body hbs a

great effect on the mind and the emotions.

A complex interaction be twen the child's ~nternal constiti~tion and, the

J external is pointed to in a study by Waldrop, Pedersor~ 8 Bell (1988) The e is

I emphasis on the internal thought processes of the children who have

k . misperceived their probiems and lheir environments and who need hop in

more accurately assessing themselves and how they influence their soLio-

psychological environment. Behavioi~ral disorder emerges primarily fro A a

I, social environment that is pathological and creates few optiorls for the c ild

and many negative opporlunities. The child is disposed to disturbed pattJrns I

on behaviour.

The environment is therefore important in causing emotio 1, al-

beliavioural-disorder. A poor social environment creates a sitriation in

the experiences to which the child is exposed are less constructive

range of responses that the child has available to him is less extensiv

poor social environment creates a predisposition l o m r d an individualistic and

man-ada plive response.

Aggression is more easily understood in the frustration-aggression

hypothesis originally presented by Miller and Oollard (1941). The more

frustrating the circumstances are in which the individual is placed the greater

the chance for aggression.

From the conditioning model presented by Pavlov (19G8),

(1974), Hull (1967), i t is postulated that when a withdrawn child has

no reinforcement to any attempt to read to a given stimuli, it might z

affect him. If faced with a frustrating situation, a child might first try

the object or situation without success. He might then cry and re

response or even punishmer~t from parents. He might try to run r

restrained and made to Feel ashamed. Once substantially unpleasa

have been perceived with certain inter-relationships, there is a ten

withdraw from those relat~onships

From a study by MacCoby and Masters, (1980). they found

dependency is associated not w~th warmth, but with rejection or hos

parents that withdraws love and affection creates pain in the child. '

reacts in the way dhat used to get affection for him in the past. He

dependent on the parents.

Research on EBD suggests that babies with more difficult disl

irregularily of habits, excessive activity and overreaction to stimulatio

more likely to develop EBD by school age than those infants wit1

(Carey, 1992, McLnerny and Chamberlain, 1998) The freq~rency

Skinner

eceived

iversely

:, attack

eive no

May, be

t stimdi

ency to

3ut that

ity. The

he ctiild

ecomes

xitions,

may be

lut EBD

and the

severity of the symptoms covering to some extent with the level of the

family (Paternite and Loney, 2000; Trites, 1999).

Results of the Perinatal Collaborative Project (Nichols, 1990) int

that maternal smoking during pregnancy, as well as absence of father

the home, correlate to a significant extent although low degree with later

and, hence, may serve as predisposing, factors.

Parental conduct problems, alcohol abuse, hysterical persoriality.

maternal depression and marital dysfunction are all more frequent i

families of EBD children (Ross and Ross, 2002). Mash and Johnston

have shown that parental stress is predictive of greater directivene~~s

child's

rnate

from

EBD

I the

( '992)

by

mothers and noncompliance of EBO children in task sitult '

suggest that family characteristics may be either predisposing or exacer ating

factors in E80. These may be clash of cultural values of the school c Ions. and re ome

(Webber, 1992; Cline and Rock, 1992). The learning environment mgy

exactly what is at issue for children who come to school from very

cultures with differen't'lifestyles and values (Rueda, 1989).

Sometimes, single parenthood can be a factor. The mothers of

children tend to be inconsistent with discipline and pre-occupied with fin:

survival (Wood, Combs, Gunn and Weller, 1996).

The problem may have started out as a cultural class but

transformed into a personal adjustment problem. It tnay be approprizte

be

different

'hese

ncial

b e c m e s

to

think of the entire family as a focus of attention. Individual

development can overcome ecological forces, creating

vulnerable to their bad surrounding (Werner, 1999).

is likely to be a pattern repeated by the children

impose vio!elxe on others weaker than themselves and, consequently,

them dangerous to other or to themselves.

Anxiety and fear, besides causing .aggressive behawour, can b

cause of school phobia The fear of going to school, probably a for

withdrawn behaviour is a strong md~cation of anxlety in the child

Missing fmks were found in the fives of these children

Wineman (9987). These patterns were

Factors leading to identification

wanted and encouragement fo

adult world.

missing from their environment they

with adult feeling of being loved

accept values and standards of

the child to reach a normal adjustment within the family. The family may

failed to make a satisfactory adjustment in the wider community of whic

part. Children who lack a permanent family group, or its equivalent

particularly at risk. Example, those who have been moved

and

the

Opportunities for and help in achieving a gratifying recreational patkrn.

Opportunities for adequate peer relationships.

Opportunities for making community ties, establish a feeling of

rooted somewhere, where other people besides your parents know

like you.

Ongoing family structures which were not in some phase of

disintegration at almost any given time in their fives.

being

and

basic

Adequate economic security for some of the basic needs of neces ities

of life.

The cause of emotional-behavioural-disorder may represent a failu e of i

one home to another, or who lived in large impersonal orphanages,

Za have special difficulty in acquiring socially desired standards of bl

This is partly because they lack consistent, permanent and stable fig

,whom to identify. In their studies, Wolkind and Rutter (1983) shi

children who have been "incare" earlier in childhood show significa~

behav'iour disorder later in childhood and that this most often takes th

antisocial behaviour.

There is a failc~re of early "bond~ng" between mother and chi

(1985). This may be a factor ill causing the later development of 'l:

disorder. The works of Bowlby (I !Xi'), Docker-Drysdate (1 983)

relevant. Rutter (1982) also discussed that the formation of bonds

ways in which failures to form them may cause emotional-beha

disorder in children.

Factors in the child are important too. Some children are easie

up than others. For instance, a brain-damaged and mentally retart

wocrld not have the neurological capacities needed to become a

socially adapted individual. The compatibility of a child's temperamen

temperament of the parents are also important.

EnvTronrnental factor is also important. The more stable,

accepting and coflsistent the family, the greater the chance of

identifying. with the parents and behaving as they wish and as they d

the family, desired behaviour is normially encouraged verbally or

ways. Undesired behaviour is discouraged or punished. Sometirr

forceful method such as corporal punishment is used. There sl

consistent response Trom people with whom the child has a good rel:

I F! likely

1 aviour.

I res with

.ed that

ly more

form of

I Barker

haviour

re also

and the

011raI -

to bring

:d child

~ormally

and the

secure,

le child

. Within

r1 other

'S more

3uld be

ionship.

A prompt response is also helpful. The younger the child, the m e important 4 promptness. I

The type of reward aka matters (Rarker. 1905)

attention or approval are effective ways of remforcing

withholding 01 attention and approval have the reverse effect. In c

have had unusual backgrounds such as those who lacked a

fig:lre, social training may be more difficult.

Rejecting attitude are often found in the parents of

emotional-beh;rvioural-disorder. These chitdren have also been

from broken families. Rejection. lack of love and instability all

conscience formation in the chiM. The process can be

childk ernoiional behaviouraf Bissrcler causing the

be intensified.

Another factor that can contribute to

behaviour is fatherless households. This might mainly be associated 1 o boys,

which may be dub io the mechanism reaction formation in boys d h o are

concerned about their masculinity.

Large family size is also associated with an increased proba I ility of

emotional behavioural disorder in the children (R~tter, 1980). Ther

association with social class and even at age seven, fower class

been shown to be more aggressive and destructive than middle

(Newson and Newson, 1986). This may be due to different

patterns, neighbourhood and school location.

Another way of looking at the causes of emotional

to explain the behaviour of individual family members in term of i dysfunctioning of the system That is, its boundaries, rules. sub-syr(lem

I patterns and other features. The value of a systems approach is that it o fers l a rational and practical method of treatment. A therapist can often, by joi ing I the system and then using himself the way of functioning, bring about sbme

improvements. I

number of ten year-olds whose teachers would report

behaviowallydisordered ai the age of fourteen. He found !hat

In a study, Rutter (1987) used statistical techniques to predict

reported by teachers regarded pupils as behaviourally disordered deper/ded

the

just on personal or family characteristics.

to a consdelrabk exlenl on the experiences at school since the age of ten

In another study, Rutter (1989) focmd out that, there was

evidence that pupils behaviour within the school was not associated with

not

background behaviour or attainment on entering school. Iri other words the 1 children's behaviour at'school depends largely on factors within the sc~oo l .

not necessarily on their home background.

Rutter's evidence for a school's influence on pupils behavio r is i supported by studies by Reynold (1986), Reynolds (1980). A

#

persistent absenteeism from school showed a marked relationship

absent rates and poverty in the catchment area, as measured by the nu

of pupils receiving free meals.

The attitudes of his parents towards him, in terms of neglect or

can result in emotional behavioural disorder. At times, autistic children by heir

very nature can get such neglect from their parents. The type of environ ent i

the children grew up in can heighten emotionally-disordered-be I, aviour.

Mentally. a very sickly chjld when he views hhnself in relation to othe 1 s might

i not feel happy. If he is no1 given enough counselling, might degenerate into a

I I disordered child. I

What is important In ernot~onal behavioural disorder is the idea of

continuing factors. This means that a lot of different events or conditi 1 ns may

work together to cause the problem and in a repeated manner E.g a I

combination of factors such as genetic. physical, parental rnisman&ernent

and school failure can result in emotional disorder in children. Genetic factors

might increase a child's susceptibility to disorder and are said to give the child

a pre-disposition to develop problems. Precipitating factors may be hvorce,

being teased by the peers and failing an examination.

Contrary, research has shown that disorders in children are not caused

by others acting upon them, that is, as victims of others behavioirrs ( 1 ell and

Haper;1987; Sameroff and Chandler. 1985). They recognize that thildren

affect their parents and other adults as much as adults are affe! A ted by

children. Children by their appearance and belraviour contribute to thkir own

I disturbance and can make adults victims. A mother's responsiveness to and

i stimulation of her young child may increase the child's positive, s ial and

4 emotional response to the mother if she reciprocally increa e her

8 responsiveness and sensitivity to the child's needs (Clarks and tewart,

1983).

It is therefore evident that emotional behavioural disorder can be

caused by many factors. These include poverty. neglect, abuse by b arents

k and malnutrition. Others are failure at school, mental health, per onality

I ."' I I

patterns and living conditions. With the use of prescriptive rating scale! and I

proper programming the teacher can go a long way towards helping these

pupils.

Need for Early Intervention

An argument for early intervention concerns the need to provide

support system for families and children to inhibit the

secondary or associated disability (Hayden and McGiness, 1987). any "t handicapped infants and children are inclined, without proper environm ntal t feedback to develop a variety of undesirable behaviours (Baumeist r & 4 Forchand, 1983). Such behavioilrs are not inevitable accompaniment o a I disability but are handicapping conditions that result from inapprop iale I handling. One aspect for this problem is the apparently irreversible naturb of

some disabilities if steps are not taken to correct them during the form 4 tive

on the country's local and national life. They may become criminals and s ial T channels of even good detention homes, which are not designed for t eir i menace in the future. These children get in everybody's way. They clog up

permanent care (Moronkola, 1993).

One serious outcome of EBD is suicide. Concern is growing about he

prevalence of suicide in schools, children Paul and Epanchin (1986) found ut i the

that twelve of every j00,000 deaths ammg adolescent are suicide.

EBD children suffer from very specific distr~rbances and

development of their control system. To f~nd out how to treat them, they m st

first be identified. Such identification can start at Rome. The observation of he ::

Hedeen, 7996).

The world-wide problem of EBD and its consequences, in(

critical need for intkrvkntion. This is focused on the management of

self-application where the pupils self-manage themselves (Goldstein

1983; Weissiger, 1986).

parents should be made known to the teacher on the first day of

Such early identification will go a long way to helping the child,

teacher should get a thorough picture of what these disturbances

misdeveloprnents are. Which ego Tunctions %re still in-tact and whic?

disturbed [Kirk, Ghallagher & Anastasiow. 1993). The teacher must

know which defenses tht?y have developed in order to ward off t h ~

the world around them. These children need a supportive

strengthen their deficient ego function and a counter delusional

dissehe ,their defences (Kaplan 1991).

Children with severe emotional-behavioural-disorder if not

,treated lends as adulfs 10 have a high incidence of psychiatric i l

often stow antisocial and criminal behaviours. They often have

making stable marriages and thus put the next generation at

Models of EBD Intervention

Intervention programmes often start with strategies for a

behaviour. Due to complexity in etiology of emotional behavioural

careful diagnosis is necessary to identify the important social, ed

medical and psychometric factors in child and family.

rqistration.

Then, the

and

ones are

precisely

impact of

,design to

design to

s~ccessfully

ness and

cifficulty in

risk also

cate the

33D with

5 Segall,

ldressing

disorder,

~cational.

The consensus of child special~sts is that many serious di orders are I not adequately treated (Kaulfman. 19881 Surveys sugges! that 6 4 0% of the

ch~fd populafion exhibit seriously and persistently disordered

requiring inlewention lo prevent long-term negative consequences f

and society (Graham. 1989. Juvl. 1986: Kauffrnan. 1989).

Thee is a major controversy surrounding the proper

E8Q child (Divokgr, 1989). The major bone of content~on centers sn whether

the treatment OF choice for the children s ~ ~ k l be medical or be v~oural

(Turechi and Wernick, 1994; Charlesworth, 1990). Behavim~ral lr aiment

could center on a khavicrur modification plan wilhin the current cla \ sroom

setting.

In the 1980% there had been a trend towards integration of co n~tive

and behavioural psychlogy, known as cognitive behrmiour modi I: atlon

(M~echenbaun, 1986). in which behavioural self-management shares much

is theoretical foundation with smia! skill training and strategy training

later refers to increasing learners awareness of task demands,

Eearners in the use of appropriate strategies to facilitate task complettor

of

The

instr~cting

and

preparing learner lo monitor the application of these strategies (Palinsgsar.

1989). It is characterized by the follow~~ig attributes- a sequence of tack

identified that leads to successful problem solution.

The learner is instructed gradually to assume responsibilities

execut~ng each ~f lhese tasks. The mechanism employed to achieve

is

for

his

transfer of responsibility from teachers to students is modeling coupled

verbalizalion. Initially, these verbalizations are teacher- generated but in ti 1e

the students engage in overt verbalization. which are then faded to cov 1 I rt

1 )

ii)

i ii)

verbalitatims to guide [heir activity (Meichenbaurn & Goodman,

based on the functional modeling.

One way of achieving !Re above rnddel is to discuss the

information shared w~th the learner (Brown & Palinscar, 1982) A

studies cmducted with special education students rndrcate tha!

most from interventions which feature mforn-led, self control

and Barkowski, 9984). This model of ifis;tiucltion is refer-ed

rnetacognitive strategy trarning since the purpose of the instriction

Increase activity (Baker & Brown, 1984; Hay and Gregg, 1994)

Competencies necessary Tor maintaining adequate social

were identified by Strayhorni SI Strain (1 986) and include

The ability b be kind. co-operative and appropriately co pliant, as

opposed 10 have a p~wail ing habit of being hostile and defi nt.

The ability to show interest in people and things, to be a propriately

end shy a d

I outgoing, to s ~ i a l i z e actively, as opposed to being w~thdr wn, fearful

The ability to use language well, to have a command of a

vocabulary and syntax such that ideas may be both

and expressed with facility (p. 288).

The emphasis of the behavioural model is that the

1981). This IS

amount of

number of

they profit

training (Kurtz

to as

is to

relations

to selfmanage Rirnsefl. Self-management iniplies that the stu ent is not

viewed as a passive recipient of treatment but, is actively encaged J as a

participant in the treabncnl (Kanfer B Gaelick, 1986) The c h L may be

engaged in a variety ol self-control activities such as self-obser ation, self-

monitoring, self-recording of behaviour, self-instruction, self-ap lication of i

positive or aversive consequences or self-evaluation. Self-man

rrtethods are particularly well suited lo application in schools. as

conceptually consistent with the process of education (Kauffman, 19

is also based on the functional rnodel.

The review made by Nelson and Rulter-told (1988) is based on the

theory. The model emphasizes [he controlled manipolation of envirdnrnenta~

factor to produce objectively observable changes in student behavi

behavioural approach. They completed a comprehensive review of e L ucation

grouped behavioural freatmentshrhewen!ions as behaviour enha

behaviour reducing.

derived f r m application of applied behaviour analysis and social

Behaviour enhancing intewentirm include the use of

symbolic reinforcement ta increase the frequency of occurrence

behaviours through contracting, modeling, training, self-rnanage

learning

reinforcement procedures. Behaviour reducing procedures include t k , e use of

different reinforcement and response costs, extinction of non desirable I behaviour through non-reinforcement and more instructive procedur k s. These

I will include over- correction, time-out, or the use of verbal physical i aversive.

Instruction in appropriate behaviour should take place in

setting, such as those in which we wish the behaviour to

and it should rely primarily on behaviour enhancing

1990). Some educators do not support the use of

such as corporal punishment, but feel that the use

The treatment to be discussed below encompasses the xari us

theoretical framework discusSed earlier. It involves efforts to cha e I behaviour by influencing student's thoughts and feelings. This is cognhive

ernoliona! inkwention Carpnkr and bpter (1988) rev~ewed this f y

grouped them as cognitive--beRauioural treatment, social cqn~ f i ve

interventions, Afe-space interviewirlg, GO-operative learning and effe 1 , tive I

education. Each of these is relaled to a general tl~eoretical perspective which

infltlences the assessment and evaluating data gathered by the users as well

as the nature; of t he procedure itself.

Emphasis is an thought training, beginning with overt verbafizati n of ! -

scripts intended 10 guide improved performance. They assess beha ioc~r

status through frequency counts of observable behaviour. Those usin this

treatment rely more heavily on student self-report. This is obtained th ough

questionnaire or structured interviews. i The most recent application of behavioural views of le rning

emphasizes self-application wl~icl i is an interventive techniqc~e of co nitive

behaviour modif~cation (Manning 1991). This is based on the social le rning

theory (Eandura, 1986). Pupils are even involved in designing the tre tment

(Harris, 1990). Pupils generalize to new learning situations the skills

developed with self-application. i Self-application practically involves self-management. This is elping

pupils gain control of their own learning (Zimmerman. 1990). Respo sibility ? and the abiliP1 to learn rest within

else (Manning, 1991 ; Zimmertnan,

the pupils. No one can learn for sopeone

1990, Zimrnerrnan 8. Schunk, 1989).

One of the goals of education is !a produce people who are capa

educatiig themselves. For this pupils must learn 10 manage their own

set their own goals and provide the~r awn reinforcement with encouragdment

and support Irom their teachers I Self-applicatron I ~ V O ~ S identlficatlon OF the pupils Tirst. Fo th~s

research., a raling scale shall be ~lsed for such identification The pupi

their own goals, observe ther work, keep ~ecords of it and evaluate theit

s set

own

performance Such i~walvetnenl can help pupils learn to perform a! th

on their' own in the Mure [Kaplan, 1991].

Goals set must be made publ~c. Hayes, Rosenfarb, Wwlfert, Mu

and Zettle, 1985) round out in their study that pupils who set go

announced them performed s~gn~f~cantly better than pup~ls who s

privately and never revealed them to anyone H~gher standards tend t

h~gher performance (Mctaughlin & Gnagey. 1981) Teachers can he

maintain high stadards by nilon~toring goals set and remforc~

standards. The teacher can praise puplls whenever they incre

objectives.

Aparf from talking oneself through a process and memo

process, self-application involves record~ng and evaluatmg

Mater'ials are presented in "easy" steps Some behaviours are appr

self-recarding, These include number of assignments completed,

practicing a skill, number of books read, and number of tlmes

without perrnrssion. Tasks that must be accomplished w~th

supervision such as home work OF private study can be u

application. Pupils keep a chart, diary or checkl~st recording the

duration of the behaviours. Cheating on records is a potential problem \is

can happen when pupils are rewarded for tmprovements. Intermittent the ks

by the kacher plus ~ M J S POitds far accurate recording tnay be helpful

ltfunder & Rucher, 1988).

Evaluating progress requires making judgement about quality. Pupils

can learn to evaluate lheir behaviours with reasonable accuracy (Rho

Morgan & Young. 1983). Pupils can brainstorm on what to use for eva luatq

progress. Sonus points can be awarded when teachers and pupils evaluat~on.

match (Kaplan, 19913. In a study by Morgan (1985), where he conibln2d

these procedures, h e found thew very effeclive.

Verbalization IS a component of self-appltcation with overt verbal~zation

being faded to covert verbalization. The mtervention mdel relies on a "

le,

talk

aloud" or "think aloud" technique (Deshler & Shuniaker, 1988; Graham 8

Review of Related Theories

Many theories have been used to explain the concept of EBD.

were taken from researches in abnormal and childhood psychopath

These include attribution theory (Weiner. 1991), ecological theory. B

(1987); medical model, Zak 8 Stricker. 7984; Will. Ellial. Gresham &

(1988); faulty psychological development. Orown (1984); biological

Kalverboer & Hopkins (1983); behaviourisl. Watson. Pavlov, Thorn ike,

Dollard K Miller and psychoanalytic I k r y by Freud. P The research shall review psychoanalytic theory, behavioclrist and

atfribution theories. Major keoretical influence in child psychopathology hinge

I on psychoanalysis, behaviowism and b~ogenesis (Scwartz a& Johnson.

Freud's theories remain strong in the study of child psychopathology.

He emphasized the importance of childhood experiences and emotions in

shaping adult personality. By listening to his patients, he tried to construct a

theory that would expla'in their behaviour and all human behaviour. He felt that

no behaviour was accidental. He said that all behaviours could be explained,

given enough data. Mental functioning for him takes place at more than one

level of functioning. In an arrangement that has been likened to an iceberg.

only the smallest part of mental functioning the exposed tip of the iceberg is

available to awareness.

By implication, from a psychoanalytic point of view, early life is crucial

in setting the stage for latter personality The child must face a series of

conflicts with the world, each of which requires that he makes some kind of

adjustments. All of these come in stages: the oral stage anal stage, and

I 4 5

phallic stage. In effecf, a fully developed personatity requires the uccessful

psychopathology. Proponents or fhis include John Watson, Iva Pavlov, I

resolution of preceding stages A child requires such to a h i d being

Edward Thorndike, Dollard and M~ller. The fheoretical goals of be d aviourisrn

is the prediction and control of behaviour. It arose not in the clinic put in the

emotional- Behaviourally-disordered.

Behaviourism presents an important alternative to

theory. It plays an important metatheorticat role in the field

psychological laboratory. They were concerned with what stimuli bontrolled I

psycmanalytic

of child

I what responses. Several experiments were made with animals. Iv n Pavlov

C I S F I ~ dog$ as experimental subjects. He discovered that surne ph siological 4 reactions such as salivating in response to the smell of meal could b k brought

I

under control of previously neutral stimuli.

Behavioural the09 focuses on observable behaviours. To hem, all It behaviours are learnt and can be unlearned. The approach foluses m t intervention. They believe in modification of undesirable behaviour. hey rely ir on behaviour modification strategy, with social learning skills (Bandu a, 1 986;

Manning, 7991). For more eFfect because no one can learn for an 1 ther, the

behaviourists are now advocating cognitive behaviour modification ( 1 anning,

1991) with emphasis an self-management by pupils.

The behaviourist theory advocates using direct assessment rn$thods lo

ob'tain data. The examiner is not required to make inferences ab b uf what

motivates the behaviours, thus reducing less chance for bias and

Galfagher & Anastasiow, 1993).

er-or (Kirk,

Attribution theory is a social cognition intervention. Attribution the01

elaborate on the assumed cognition-to-behaviot~r linkage by incorporattr

role for emotion. According to atfributm themy, when one judges other5

responsible for negative outcomes, rt tends ta elicit anger, which in turn le

to hostile behabur (Weiner, 1991). As conceptuai~zed here. anger is a m

emotion, often associated with judgement oT "ought" or "could have" an

therefore a key emotional deterrn~nant of aggression (Hudley & Grah

1993; Berkowitr, 1983. Ferguson & Rule. 1983).

An an invesligatisn examining this proposed thought-lo-emofiona

action linkage in African-American early adolescents, Graham, Hudtey

Willi~me, (1992) found that EBD minority youth n~ade more altnbuliorr:

biased intenl on the part of a hypothetical peer pmvocaleur, reported rr

anger and were more like@ ta endorse aggressive behaviour th.ar

comparable group without EBD. The attr~bution principles guiding BeRav

change in the achievement are applicable to beha\6iour change in The so

domain (Hudley and ~raharn . 1993).

Various Theories that helped ts understarxi why emot~onal-khavio~

disorder occur in children had been l m k d at. These were taken f~

researches irs abnormal p s y c k l q y and ch~ldhmd psychopathology '

theories included psychoanalytic behavisunsl, psychofogical, bialogi

ecological, medical aml attribut~on theones. Behawourist theov shall

adapted for this work. This is mainly because the approach focc~ses

observable behaviours and not on inner conflicts that might not

measurable.

4 6

;ts

1 a

as

ds

lral

is

m,

to-

n d

of

)re

a

)ur

:ial

al-

Irn

he

:al,

be

on

be

Empirical Studies on EBD

A checklist for identification of major special ducation cate ories in d contemporary Nigerian school population was proposed by Kalu ( 1 ,985). I t

required that the rater tick the behaviours displayed by the chi1 k which

characterized a disability. If the score is closer La ?Re minimum, rt sh d ws that

there is minimal disability. A high score or Ihe maximum on the che klist for

emotionally disordered children ind~cate that the child is disordered.

Other checklists and rating scales are shown in Table A Du ing tile

interpretation, the behavioural strengths and weaknesses are conside 1 d. The

strengths become important foundation far the intervention pro_rarnrne A designed to improve self-corncepl and shape appropriate socal

behaviaural responses in different settings The approach requ

and

res wn

assessment of both the sludenfs and the enviconmenl.

Developers of behaviour assessment tools typically ascribe to I model

of ftmctioning that help them stnrcture the items la be used. Three ma els are

used frequently; the developmental milestone model, developmental theory-

Wofery, 7985).

i based m d e l and the functional m d e l (Bailey & Wdery, 1984, 7989;Ga~t &

The developmental milestone model is based m the perspec'ive that

as children, grow; certain skills and abilrties emerge ~n an orderly, sltepw~se

fashion. Parents expect that their children will roll over, seat, stand, Ik, talk 4 and be toilet trained at certain ages. Some researchers Rave descri ed this

1 perspective as the rnilesfories normally expected at ceertai I ages

(Havinghurst, 7982). Tests constructed on this model are intended to

children who exhib~t developmental delays.

identify

One criticism against this model is that many

have little relevance to direct Fnstruction [Bailey

of the assess 1 ent

& Walery, 19 b 4;

7 11

items

1989;

activities and the environmental expectations

d~sabil~ties are more severe [Browder, Wt ] .

The devebprnental themy-based model

that researchers have accurately described

8rooks-Gunn & Lewis, 1989; Browdet, 1991: Guassen, 3984;

Sheehan, 198.1). Planning an instrc~ctional prqrarrme on the

This is particularly t ue when

is focused on the as 1 umptbn

the sequence of s

Keogh &

basis of

culminates a specific ability (Gas( & Wolery. 1985). These descrip\iais are

developmental stages fails to consider the ageappropriateness of the I

often presented as stages of development Piaget 8 inhelder (195d), and of

moral judgement (Piaget. 1965) are examples of such models. In is work,

Piaget provided careful descript~ons or behaviours that occur at fo r broad

stages sensorimotor stage, pre-operational stage, concrete operatio al stage

and forma! operational stage

I These desciiptions have been used to develop assessment To I Is such

as the Ordinal scales of Psycholog~cal Development (Dunst, 1980; h zgris & I

Hunt. 19851. One disadvantage to the use of this model for ass+ssment

purposes is 'the relatively few tools available for use in evaluation 1 Gast &

Wolery, 1985). Another is that the quality and ~rsefulness of such to d Is rests

bias.

on the assumption that the underlying theory is correct and free of

An assessment model that produces data that can be used I

planning intervention programmes is the functional model. This

cultural

focused on ageappropriate expectations for function as independ$ntly as

possible in specific envimnrnents. The Kalu (1985) checklists are of bhe I I functional model and emphasize problem articulation and presentatlon, of

I solution. i A functional model of assessment requires that both the individubl's

I

skill and f h e environment be evaluated. Because people function in

environments; each one must be evaluated. Multiple assessments tailme

the specific stMenf and student's various environments are conducted.

Another theory rs the general! system theory This was orgina

conceived by Bertallanfy (7948). It has been found useful as a theoreti1

basis by many family therapists (Wafrond-Skinne, 1986; & Skynwr, 1902)

deals with interaciims and the rules which govern !hem, ratfie; than w

individual phenomena. It epplied family units as a bidsocia! sub-system wit1

a larger cultural social system. The family is conceived of as a system ina

up of pads (ifs members) which are dynamically interrelated a

interdependent. The behaviour of the parb cannot be understood in isolati

from the whole. which i ; itself more than t h e sum of the parls. The system

"open" in that it is in constant interaction with forces cnttside itself, fhe wic

so&-culturar setting Irsdividuafs can and usually do belong ta more than o

system, for example, at school olr at work as well as in the family

These approaches dealt with devefopment of interventions. T

behavi~ura'l; approach is preferred and shall be adopted for this work. This

mainly Because the approach focuses on observable behaviour and not

Inner conflicts that might not be measurable.

Other empirical investgations being reviewed included the study

Stark (1987). He conducted a sltdy on "me Effects of Family Conflicts

I to

TY GI I

hin

'nd

i

I

3n

SY

0 1-l I

School Behaviour as Previewed by children end leathers". Th study

examined the relationship between confl i d and interpersonal difficu 'I ties of

children in school. The study was designed lo ascerta~n whether s udents

from farn~lies with less conflict are liable to have problems in scho I. The

sample consisted ol 90 fourlh and fifth grade students in two ele entary

schools. Result of the study showed that ch~ldren from families with higher

levels of conflict exhibited greater behavioural cliHicuRies than childre from

This is especially in terms of sample

! families with low level aF confl~cls This sfirdy is refated 10 h e present study.

In a study by Cooper (1987) on " the development and validah 1 of an

C inventory to detect emotional stress in children'" The Ernotianal tress

Inventory for Children (€SIC) which consisted of twenty

des~gnecd to detect emotional stress inventory in elementary school

panel of experts were asked l o rate every child in SIX elementary

classes m EI seven-point scale. Stressed and non-stressed children

chosen from a sam& i t 97 children. The result showed that children ratbd as

responded to them, Results of the study proved that there are differem s at

0.5 level between parents perceptions and the children's perceptions of s ress t

stresseel scored significantly higher on the ESIC than children rated as

b and mental health status. Parents perceived the children as having 1 wer I

non-

stressed. Rating scales are used in both sti~dies. Also both studies are

emotion of the pupils.

In a study conducted by Ifekwunije (1984) on " perceptions of

children" the sample consisted of 213 children in middle an8

elementary schools Questionnaire was used; children, parents and

levels of stress than the children perceived themselves as hav~ng. Data

analysis proved that the higher t h e perceived stress level of childre 1 the

lower their perceived level of well bemg of anxiety and depression

Respondents for both studies are teachers. It is also relevant for i t was

that EBD can be as a result of subjective view of adults on the children

In a study conducted Ry Strobell (1986) on "The effectiveness

parental training programme for improving problematic khaviours of ch

in regular classroom". The sample cmsisted of 67 first through f~fth

children from regular classrmrn setling in public parochial schools arid

parents volunteers. The methodology used for the study was a

experimental design, with three lreatrnent groups. The main treatment

r~oted

of

ldren

grade

38

luasi-

group

consisted of children whose parents received training in:

a) Techniques for improving schcrol related behaviows.

b) Psycholqical underpinnings; and general parenting skill neeced

implement these techniques Results of the study showed

improvernevi 'was found in children's observed bahaviour

dassroorn, as a funclion of treatment. Both studies used

experimental design, fifth grade chitdren were also used.

In her sttdy Odoernelan {I 994) rdent~lied children with beP

proberns and applied three behavbural strategies namely: Socizl

Training (SST), ConversafFonal Skills Training (CST) and Peer Modeling

'to such children The reason is la determine the relative effects o"

strategies on their behaviour problems. Among other things, it was fok

that there was a prevalence of behaviour disorder. Based on the finc

was recornmended that teachers be trained to use effectwe psych

to

tkat nu

-n the

quasi-

aviour

Skill

(PM),

these

nd out

inys, it

>logical

tools and behavioural strategies; to help Ihem modify pupils khav io rs. The

Iwa studies used social skills framing. Other stralegies employ d were

verba tization and modeling.

1" The study done by Mvangwu (1980) found out that ih 1 ye was

prevalence or behaviour problems. some of which dmbeclience and o fensive I language were more prevalent in rural sc;hoofs than in urbari schso s. That

boys in rwd and urban schools had more Bekaviour problems than i rk in

both environments.

b In their sttldy Strang. Smith and Rogers (1984) assessed the irnbact of

half-day integration into the educational mainstream upon the self-con ept of

academically rnainstrearned. They found out that the children e i ibited

significantly augmented self-concepts. This was attributed ta the availa ility of

multiple comparative reference groups In the seccrnd experirn 1 nt, a I

manipulation designed to restrict self-concept-relevant social

children in the academic mainstream produced decreased

results were interpreted as suppotlive of the theoretical viability of social

comparison theory and group reference theory in edircational settings.

In a study, Ikoh, (1W9) investigated the status of identificat I, n of

handicapped chitdren by primary school teachers in Akwa lbom State. A

of 200 primary scRo01 teachers were used lor the study. The findings

study revealed that prirnay school teachers could only identify

such as blindness, deafness and physical impairment very well while all

categories oT handicaps were either identified fairly well or not at all.

study also identified lack of interest in the job, absence of seminarlwork:

heavy teaching load and tm many pupils in a class as impeding against

total

of the

hamicaps

other

The

hop,

the

identification of handicapped

present study for it gives

isnporlant l o ameliorate

measures.

In their study.

to reduce

designed to reduce aggressive males'

lo* peers following ambiglrously

elementary schwl boys (N

randomly assigrred to the attributional intervention

programme on a no-treatment cmtrol gmup. Data

attributions about hypothefical and laboratory

disciplinary referrals fa k e schoo! off~ce,

. .

behaviour. Aggressive ~ t ~ b j e ~ k in the aftribulional intervent~on

to presume hostile intent by peers 1r-i hypothetical and

of ambiguous provocation. They were also less

retaliation on judgment measures and to engage in

in lhe liahratary task. Further, inte~ention

aggressive by their teacherg folbwing the

attributional change and its limitations in

also alike.

were discussed. This study fwused on male. The treatment

lrr the Adolescent Outcome of Hyperactive Children

Research Criteria-Ill, Mot her-Child Interactions, Family

Psychopathology, Barkley; Fisher; Edulbrock,

1

results of a prospective 8-year follow up study of 100 hyperactive

normal children followed from childhood into adolescence. Ratings

and 60

of chdd

behaviour problen~s and fanilly conflicts as well as direct obsewations of

mother-child interactions were taken In chikihcmd and again at adlkscent t follow-up. At outcome, hyperactives cont~nued to have more conduct and

learning problems and to be more hyperactive, interactive and hpu l ive than

control. Hyperactives were also rated by their mothers as haui g more

numerous and lnlense family conflicts than the normal canlrols, alth 1gRl the

adolescents in both groups dtd not differ in their own ratings of these onflicts.

Ratings scales were used by both. studies

Observations of mother adolescent-interactions at outcome f und the h hyperactive children displayed more negative and controlling behaviotrr

patterns. They were significantly related 20 similar patterns in mot b er-child

mteractions observed 8 years earlier. Mothers of hyperactives also reported

more personal psychological distress thao normal mot hers at o tcornes

Further analyses of &yrwps of hyperactives at oitlcomes, form cn the

presence or absence of Attention Deficit Hyperactivity Disorder (A 1 HD) and

Oppositional Defiant Disorder [ODD) indicated that the presence of ODD

a~counted for most of the differences between hyperactives and n 1 mial on

I the inferaction measures, rahgs of home conflicts and ratings of

psychologica! distress. Results suggesl that the deuefopmnt

ODD into adolescence in hyperactive children is strongly associated

aggression and negative parent-child interactions in childhood.

1n a related study. Wallman; Lillienfield (1990) exam

diagnostic efficiency of symptoms far experirnenfally d~agnosed op

material

maintenance of

w~th

ned the

a~sitiorial

defianf d i s W h (ODD) ADkiO, and for their differential

refened sample. Four conditional probability indices-posit

negative predictive pOWer, sensitivity and specific in an

SYmPtoms were gathered can f02 Boys, ages 8 to 12.

while ODD symptoms were nearly as effective as ADHD s

inclusion criteria for ADHD. Nonetheless, a number of ODD

symptoms appeared to be useful for their respective disorder. T

illustrate the utility of cmditionall probabilify indices in both the

differentiation or childhood disorders.

The study of Newcorn; Halpeiln: Schwartz, Pasc

Schmeider; Shama (1994), was designed to evaluate th

between the DSM-Ill criteria for attention deficit hyperac

Seventy-two children from an innercity elementary school

using parent and teacher rating on a scale consisting of t

DSM-Ill-R-ADHD and oppositional-defiant disorder and DS

child was also assessed ilsirig a psychometric test ba

examine cognitive function, attention and activity level.

Teacher ratings ident~fied more children as DSM

DSM-111 ADDH. Among these ADHD children, those who a

criteria missed more targets on a Continuous Performan

were rated more overactive than controls. They atso had

of being rated ADHD by parents. Children rated as meeti

, ADHD, but not DSM-111 ADDH, were not substa

controls on teacher ratings of averaclivily. CPT performance, or p rent rating \ of ADHC), which raises questions regarding the nature and sev rity of the a pathology in this group.

Gender as factor in €80 I EBD occurs more olten in boys than girls (Barkley. 1985)

ranging from 3 to I to 9 lo 1. In a sttrdy by Camp and Bush (1981)

alovd' programme that was designed to help teach self-contra1 to

EBD. !hey noted lhal EBD appears nmst often in boys. For

programmes of such nature focus on them.

In an attribution intervention programme done by Gibbci, 1988; Wilson

& Herrinslein, 1985 done with bays. they noled that the 2b~year-ol black a male dropout gang member oc C Q ~ V ~ G ~ is oflen the !&year old boy

El30 by teachers and peers. Their sttbjects were also males.

In the study by Hudley & Gaharn (1993), male subjects

They were African,American elementary school tmys. Findings

by Dodge, 1980; 1986; Dodge and Coie, 1987, were

Patterson (1 980) argued that wer time children with EBO (usuan)~ boys) learn I that aggressive behaviour Tor example is a way of getting what they

They see it first at home, when parents give in to the aggressive boys.

use the response again and again in other situalions, usuany getting the!

there too.

In another study, Rarnsey & Walker (1988) compared two grQU 1 s of

boys drawn as pairs, from the same fourth grade classroom. 39 boys

group exhibited EBD, 41 boys in the ather group did not. From the studb by

as many males as females are identifled as EBD Although,

equalizes as they become adults

The study by Nwangwcr (1986) also noted the effect of ge

noted that bays had w e khaviour problems than girls.

Many researches had not S ~ Q W ~ the reason for such male pr

Barkley (19%) noted in his stuffy that the reasass for the greater nl

males with E8D is not at all clear. He suggested that it may ultimalel~

the same reasons boys are m e likely to have learning disorders, p

mental retardation and other psychological disorders. This present

also find oul if gender has an effect on the children ~dentified as EBD

EfFects of Self-Application Strategy on Children with EBO

Self-application strategy as a cmnponent oT cognitive t

mdifica't~on (Manning, 1991) has bee41 successful when used by res

Several evidence abound. Example, C m i n R Wedding (2000) noted

treatment, the subjects developed greater self-concept and increa

esteem. Kirk, GAalagher & Anastaslron (1093] noted that the tech1

self- application are designed to increase pcrp~ls' awareness, cornpet

commilnienl ta eliminating negative behaviaurs and to encoul

acquisition of constructive ones.

The study by Camp and Bush (1981) noted that by observing

behavioun, the pupils were able to gain control over them. They rep(

arter $ m e sessions, members of the experimental group in the stud)

increased' their scores on inlelligerice and reading tests, but also

teacher ratings on interpersonallbehaviour. More importantly, tl

rle ratio

~der. He

dalence.

nber. of

relate to

ychosis,

tuby will

rhaviour

archers.

ia t after

ed self-

ques of

nce and

tge the

leir own

ted that

not only

eceivecl

: study

showed the generalized effect of the training programme on such dim

as reading and classroom social behawour

The study carried out by Bos & Sharon (1994) found the use

strategy very effective. They used the st ratqy on pupils who have 1

and behaviour problems They found the training and goak re(

strategy lo be helpful in increasing the number of goals accomplished

gave the pupils a better perspeclive of what their educational, vacafio

personal goaTs were

The strategy was applied to controlling anger and outbursl wit1

who have behaviour problems and they were effective (Nelson. Srnith

and Dodd, 1991). The studies ind~cated that self-application procedu

be extremely effecttve in enhancing both the academic and soc~al be

of these pupils

Positive effect of the strategy was seen as a result of CI

application inmfved. Pupils help ta design t t ~ program (Harris, 1990).

surprise Ihat pupils db seem to generalize to new learning situatans 1t

that were developed (Harris, Graham & Pressfey, 7990).

Review of literature regarding the effectiveness of self-applicat

determined that the technques involved were univ~sa l ly succe2

changing the behaviour of pupils with EBD (Hughes, Ruhl & Missa

Woolfolk, 1995).

The greatest effect of this approach is that the child gair

confidence by exercising control of his or her previously out-of -

behaviour. As pup~ls monitor Ihemselves, once they learn what they arl

they can proceed with only modest teacher s~~perv~sion

~sions

17 this

mning

ilation

It also

qI and

ptrpils

( w n g

IS can

wiour

self-

: is no

I skills

n has

ful in

1989;

self-

ontrol

to do.

Summary of Literature Review

The definition ol EBD lakes kilo account the intensity an duration of 91 age-inappropfiate behaviour. Also, the situatior~ in which Ehe ehaviour is

exhibited and the individual who considers t h e behaviour a proble k , There are four major cfassifications of EBD. These are

social behaviout, personality dimension, health and

learning and cognition.

Causes of EBO were highlighted. They revolve around

environmental factors. They rnteracl in cotnplex ways to

hehaviour in children.

Interventim programmes often start with strategies fo changing I behaviour. Strategy adopted W 8 S the cognitive behaviour modific tion. Self- t appiication involves pupils inanaging ttlernselves with teachers as gbides.

I Early intemntion concerns the freed to provide proper supp rt system

for families and children to inhibit the development of associated isabjlitres. F Children with ~ s b rknd as adults to have a high incidence of sychiatric i illness and to show antisocial and criminal Rehaviours.

From s psychoanalytical point of view, early life is crucial in

stage lor lalec personality. Behavioural theory focuses on servable T' behaviour. Attribution theory explains that when one judges

responsible for negative outcomes, it tends to elicit anger which in

to hostile behaviour.

Empirical studies that related to the study were reviewed. S

asses$rnent tmls for EBD were also shown. Gender was seen as

EBO. Most researchers attributed EBD to bays. The effects of self-:

were discirssed .

The work is directed towards primary school pupils who are

by teachers as EBD with a rating scale From the rating scale, by lc

part~cular behaviour rated for a child, the teacher' can decide on a

treatment approach. The study used self-applicat~on strategy, a con

cognitive behaviour modification, based on the social learnir

Moreover, gender shall be considered as a factor in EBD.

Other studies reviewed did not consider the effect of self-;

strategy on gender. This present st~ldy filled this yap that these s t~ ld

address. Apart from the effects of self-application strategy

psychological behaviours of €00 pupils, the study looked at interac

of self-application strategy on gender.

plication

dentiFied

king at a

m!icular

anent of

1 heory.

plicalion

s did not

i socio-

3n effect

CHAPTER THREE

RESEARCH METHOD

This chapter presents a detailed description of the m e t h d

The researcher in carrymy out the study. The chapter is sub-

Research Design, Area of the Study, Populalioti of the Study,

Sampling f echniques, Instrument for data Collection, Val&

Instn~rnmt, Reliability of the I~istrurnent, Experimental Procedur'e

Variables. Method of data Analysis.

Research Design

Means and standard deviation were used to answer

questions. Analysis of Covariance (ANCOVA) was used for data ;

design of this study is quasi experimental design. It is a design

true experimental design is not feasible (Olaitan & Nwoke,

investigator searches for a group of subjects that have been ex

particular independent variable he is interested in, and a se

similar to the first in other relevant respects, that has not exp

independent variable (Robinson, 1986). The researcher mus

heavily on the control technique of constancy and exert more effc

match his groups on important secondary variables.

In a related study, (Hudley and Graham, 1993) I

experimental design to investigate "An Attribution Intervention to I

Directed Aggression Among Afro-America Boys". Classroom te

each child two weeks prior to onset of the programme and two w

conclusion, In another study by Kaplan, (19911, the design wa

Tho nl ~nilc spt their nwn aoals. observe their work, keep reco

adopted by

ivlded into:

;ample and

.ion of the

, Control of

.e research

~alysis. The

~ s e d where

1988). The

osed to the

ond group,

rienced the

rely more

. in trying to

;ed quasi-

educe Peer

:hers rated

eks after its

also used. 1 s of it and

b Lr <-

evaluate their own performance. Such involvement can help upils learn to

perform all the steps on their own in the future.

The design is chosen for this study kcause it fmusq

.relalionships. The variables gender and stralegy are carefu~lly c

purpose is IO determine what may be the outcome or effect of

effect of the strategy on gender.

As a quasi-experimental design. the researcher subjectec

pupils to some form of treatment using m e identified 1

teachers. The techniques invobecl identificat~on, setting of goal!

work, record keeping among others. In using these techn~qu

diagnostic scale that was rrsed in identifying the EBD children r

to determine the extent of the disorder after being subjec

treatment. Hence, the design is a pretest, post- test non-eql

design.

Area of Study

The study was conducted in Nsukka town in Nsukka

Government Area of Enugu State. The Local government i:

Obukpa, Nsukka Town, Lejja and Obimo. Nsukka Town is mi

wards- Ihe-Owerre, Mkpunano, Nru and Nguru. It is in South-E2

zone of Nigeria. Nsukka Town has twenty-four goverilment c

schools.

Population of the Study

The population of this study was made up of all EBD p~

schools in Nsukka Town. Altogether, there are sixteen thousar

le idenfif id

hniques by

~ b s e r v i q of

,, the same

s also used

d to some

dent group

Wra l Local

nade up of

2 up of four

geopolitical

l ed primary

Is of primary

six hundred

and fourteen pupils, (Nsukka Local Government Educati~n

Slalistical Data Showing Pupils Enrolment by LGEAS, Class and

2004). Slatistics of the number of ERD pupils in the primary

avaifabfe to the researcher. The proporlion of EBD p u p ~ l s is

of the population.

Sample and Sampling Techr~lques

The study had two sets of samples Mdli-stage sampling tee nique I was used. TO arrive at !tie sample sire. the teachers administered the scale

on pupjls they fell had bel~aviour problems. The cmpulalion 07 tlw cores

determined pu,pils that were eligible.

The first set of sample consisted of all the pupils in primary fiv, 1 from

two schools selected for the study area. primary rive ;upits were chos k n for

the study because they must have gotteti quite a lot of cor-poral punishment

that teachers resort to when abnormal behaviour occurs in the ciass+mn(r.

Moreover, they could conveniently understand the [reatmenl packages.

Teachers identified the pupils with the use of a rating scale.

sample size was eighty pupils. To arrive at the sample size, the

administered the scale on pupils, who through their observation, they fe

behaviour problems. The computation of the scores determined pupil.:

were eligible.

The

tea;.hers

t had

that

The identified pupils were one-hundred and twenty (120) in

The borderline cases were dropped. These were children who

between one hundred and forty-nine (149) marks. The twtl'lber Per

- - .

limited to eight. The males were fifty-five ( 5 5 ) and the females

The second set d sample consisled 07 EBD pupils identifier

above group. Forty or the pupils (eight per class) were in one sch

own school) as experimental group, while the other forty (eight

were In the second school (their own schoulj as control group. Thf

their classes with t k i r r-rorrnal teachers. The total score in the ra

was three hundred. Any pupil thaf scored up to one hundred and sf

points [50%+) was eligible Per the treatment.

instrument for Data Collection

The instrument used in identification of EBD for this study wz

scale. This was the Special Education Scales for Identification

Disabilities (SIMSED) by Kalu (1985). The first part consisted of q i

of the teachers and data concerning the pupils. The other parts (wt

sections) consisted of lists of typical characteristics of children \

These sub-sections were conduct and social behav~our,

dimension, health . and . physiological status, learning and cognitif

were thirty-three items In all. The teachers checked and rated each

three point scale (always, 3; often, 2; never '1) on each characteristic

0 9

froin the

31 (their

?r class)

were in

i g scale

enty five

a rating

)f Major

lification

:h are in

th EBD.

rsonality

r . There

i l d on a

Validation of the Instrument

A face validation of the instrument was done by five expert? in the

Faculty of Education University of Nigeria Nsukka. They were e erts in .i. Educational Psychology, Measurement and Evaluation, Special

Guidance and Counselling and Childhood Education. They fo i

instrument valid.

Education.

nd the

Reliability of the Instrument

The reliability of the instrument was established using Cronbach Ipha

reliability test, to determine the internal cons~stency of the instr~~rnent. In order

to determine the internal consistency of the instrument, two sets of fifty s ores

considered high enough for the insIn.lment Io be said to be reliable.

1 were obtained from ten pup~ls from Nsukka Town who were not c~sed n the

actual test, The reliability yielded a co-eff~cient of 0.60. This figcrr~ was

A construct validation of the instrument was done. This was

subjected to itern analysis to find the worth of the instrument (see

111). The insltrurnent was found worthy of use and administered on the

population.

Experimental Procedure

The strategy was a form of cognitive behaviour modification

1991), based on the social learning theory (Randura, 1986). The

was purely self-man8bement by the pupils with teachers as

management involves helping pupils gain control of their

Zimmerman, 1990). Responsibility and the ability to learn rest

The researcher had three number of sessions with the teachers n the

procedures involved in self-application strategy. The teachers were tau ht first

while they in turn trained the pupils. Questions and answers follow d the

explanations. More clarifications were made as the questions were ans ered. I

also

Appendix

~ c t u a l

The procedures were written down and handed over

instructed to do the following in the class:

a. to seat the pupils near good role models or near t

to them. The

eaclier.

seat pupils near "study buddies".

proper spacing of desks.

assist pupils in setting goals.

give clear concise instructions.

ignore minor inappropriate behaviour.

attend to posl ~rnpliments.

acknowledge positive behaviour of near by pupils.

increase immediacy of rewards and consequences.

instruct pupils in self-monitoring of behaviour.

monitor social interactions.

assign special responsibilities to pupils in presence of peer group so

others observe pupils in a positive light (Woolfolk, j995).

The teachers were instructed on what the treatment was all about (see

appendix I). The teachers also instructed the pupils on how to manage their

own lives, set th'e~r own goals and provide their own reinforcement.

The puplls in one of the sampled schools were taught with the normal

teaching procedures by the teacher. The other sampled school was taught

with self-application strategy, This was to establish that change in behaviour

was due to the strategy adopted. Self application refers to the learner

monitoring his Dr her thinking and ac t i~n through language rned~ation (Bos

and Sharon. 1994), w~th prompts from the teacher.

The procedures were based; on both behaviour and cognitive learning

principles for changing behaviour (Bandura, 1986: Manning, 1991;

Zimmerman & Schunk, 1989). It is achieved by using self-talk and self-

instructioil (for details of self-application strategy (see appendix I). Self

application strategy took place in stages and phases as fol!ows:

Stagle 1: Acquisition

The objective was to deterrnhe the level of disorder. A pretest was

done with the rating scale to determine the level of the disorder. Pupils were

made aware of inefficient/ ineffective habits The identified pupils are

instructed by teacher on what to do. The steps are rehearsed before the

session or strategy application. Their commitment to learn was obtained and

noted.

Stage 11: Description of the Strategy

The objective was to know what the pupils hoped to achieve from the

session or even for life as the case may be. Here, goals were set. Pupils

made goals public by telling the teacher what they wanted to accomplish.

Teachers helped pupils maintain high standards by monitoring the goats set

and reinforcing high standards.

Stage Ill: Mocter~mg tne Strategy

The teacher makes the statement for the pupils to listen to, observe

and do the same. Pupils were taught to think aloud. E.g., if it is to stop

aggressive behaviour, the pupils may say, "Obi is coming towards me," 1 know

what he is coming to do, but, t must not get mad, 'Even i f he takes my ruler," 1

must not say a word, I must stop hitting people, "I must stop fightingm. They

model this and repeat after teacher several times Ability to do the same is

followed by claps from the pupils.

Stage IV: Elab Verbal Rehearsal

Pupils were assisted to verbally rehearse the strategy steps and what

each step meant. Pupits were required to memorize the strategy. Recitation

of the memorized stem mav follow, with teacher accepting or rejecting the

effort appropriate

Stage V: Conrruriea rracrlce and Feedback

The teacher supervised practice in "easy" materials. As these are going

on, the normal class work is taking place in the class. The teacher praised

positive behaviour and ignored undesirable behaviour: Eg., the teacher

praised the ~ u ~ i l s when he was sitting on his seat and working and ignored

him when ht

for rewardin!

7g a pupil. Pupils brainstormed on idea

a conscious move from guided practice

to independe~~~ pldurLa, I [ I ~ ~ U I I ~ r~~dstery

Stage VI: Advanced Practice and feedback

This was supewising practice in .materials from regular coursework.

The teacher provided posrtive and corrective feedback. Prompts and cues for

strategy use and evaluation were used. There was move from guided practice

to independent practice. It now required mastery.

Stage V11: Confirmed Acquisition and make Generalization

Commitments

Measurers of progress were got by rating the pupils a second time.

Obtain the pupils comrnitrnent to generalize (Bos & Sharon, 1994, Deshler &

Schurnaker, 1986, Ellis, Deshler, Lanr, Clark & Schumaker. 7991).

During the research, teachers administered the rating scale as pretest

to both the control and experimental groups. The pretest scores were used

as covariates to the pupils post-test scores. The experimental group was

treated in their classes for lone month.

The control group was given the conventional school teaching and

learning by their teachers. At the end of the experiment, the groups were

rated again with the rating scale as post-test.

Control of Extraneous variables

The following procedures were adopted by the researcher to ensure

that extraneous variables which may introduce bias into the study were

controlled. Intact classes were used for the study. The implication is that initial

equivalence was not achieved for the research subjects in the two groups. In

order to eliminate the errors of non-equivalence that may arise from the non-

randomization of the subjects, Analysis of Covariance (ANCOVA) was used

for data analysis. This corrected the initial differences among the research

subjects.

Method of Data Analysis

In order to analyze the data for the study, the research questions were

analyzed using mean scores. An acceptable mean of 2.0 was used as a

decision point. In testing the hypotheses, the Analysis of Covariance

(ANCOVA) was used. In doing so, the pretest scores served as covariates

All sources of variation were shown while performing an ANCOVA of

the data. The significance (S) and non-significance (NS) of the observed F

and expected F were shown and tested at 16.05 Level of s~gnificance. The

source of variation in terms of U, Block, Trealment, Error (BXT) and sampling

error were tested at 0.05 level of significance.

CHAPTER FOUR

RESULTS

This chapter presents the result obtained from the data analysis of the

study. The results are presented according to the research questions and

hypotheses formulated to guide the study.

Research Question I

What were the mean ratings of children on conduct and social

behaviour due to treatment and gender?

Table I: Mean Ratings of the Respondents on conduct and social Behaviour

....................................... Male

. . . . . . ..... ................... .__ ............................................................................... ...__._....._._ ........,

Female Total - - -

N X SD N X SD N X SD Treatment 26 18.84 5.46 14 17.5 2.98 40 36.34 8.44

Control 29 24.24 6.71 11 24.45 7.91 40 48.69 14.62

Total 55 43.08 12.17 25 41.95 10.89 80 85.03 23.06

The result in Table I showed that the mean ratings of children with

conduct and social behaviour for Ihe experimental group (Male] was 78.84

and standard deviat~on of 5.46 and female was 17.5 with standard deviation ~f

2 98 The control group (male] had a mean ratmg of 24 24 and standard

dewation of 7.91 A higher mean ~ndlcated a higher degree of EBU. Therefore,

there was an improvement in the behaviour of ch~ldren with cmduct and

social behaviour in the experimental group than control group. The total

standard deviation between the two groups was 23 06 There was not much

gender difference.

T h i s implies that the treatment group with lower .mean rating achieved

better classrciorn adjustment than the control group with higher mean. This

indicates hrgh degree of EBQ. Self-application strategy adopted to treat the

pupils was effedive. The children performed much better in the experimental

group than in the control group. Also, the children's behaviour in terms of

conduct and social behaviour was not as a result of gender.

Research Question 2

What were the v~ear~ ratings of children on personality dimension

problems due to treatment and gender7

Table 2: Mean Ratings af the Respondents on Personality Dimension

-.---___I..

General levels ....-..........-... -.--.............-. _.._ ..-.-. - ..-....-. ....-..... . ...... . .......... , ...,... * . , . .... ...> _ _ Group Male Female Total

- N X SD N X SD N X ----- ---.--- ----- SD ----

Treatment 26 18.3 5.04 14 16.21 1.25 40 34.31 6.29

Control 29 23.96 6.2 ? I 22.72 6.38 40 46.68 12.58

Total 55 42:26 11.24 25 38.93 7.63 80 8-.99 18.87

The result on Table 2 indicated that, the mean rating of children with

personality drrnension problem for the experimental group (Msrle) was 18.3

w~th standard deviation of 5.04, while the females had a mean ratrng of 16 21

and standard deviation of 'l 25. For the control group, the males had a mean

rating of 23.96 and sfanc of 6.2. The females M d a mean mfiq

of 22 72 and standard devratron of 6.38.

Based on the total mean and standard deviation, the chrfdren's

behaviour in terms of personality dimension is higher in the exprirnental

group than control group due to training. Such a dfferen~e was not much in

terms of gender. This also implies ahat the treatment group with lower mean

rating echieved better classmom adjustment than the control group with

higher means irdjcating higher degree 07 E8D

Research Quesiion 3

What were the mean ratings of pupils on learniw and cognition

problems due to treatment and gender?

TABLE3 Mean Ratings of the Respondents on learning and

... , -- Cognition Problems General levels - - Group Male Female Total

- - - ---- N X SD N X SD N X SD

----- -- Treatment 26 17.73 5.07 14 q5 .3 r1 .59 40 33.08 6.66

Control 29 24.2 6.93 I 1 21.84 5.84 40 46.04 12.77

The result on Table 3 showed that the mean ratings of children with

learning and cognition problems for the experimental group (Male) was 17.73

with standard deviation of 4.07, while the female had a mean rating of t 5.35

and standard deviation 07 1,.59. The control group (male) had a mean rating of

24.2 and standard deviation 01' 6.93, while the female group had a mean

rating of 21.81 and standard deviation of 5.84. Based on th~s, therefore, there

was a high degree of the difference in the rating of the respondents in the

experimental than canlrol groups, This was due to training. This implied that

the treatment gmup with lower mean rating achieved better classroom

adjustment than the control group with higher mean indicating higher degree

Research Question 4

What were !Re mean ratings of children with health ,and physiologcal

probtems due to treatment and gender?

Table4: Mean Ratings of the Respondents on Health and Physiological status ----..-..--*+

General levels - - . - - - - - -

Group _ Male Female Total

N X SD N X SD N X SD --

Treatment 26 12.57 4 54 14 10.57 1.15 40 23.14 5.69

Control 29 16.82 5.28 11 15.36 3.1 40 32.18 10.38

Total 5 5 29.39 9.82 25 25.93 6.26 80 55.32 76.07

The result in Tabte 4 showed that the mean rating of children with

health an8 physiologicai status for the experimental group (male) was 12 57

and standard deviation of 4.54, while the control group had a mean rat~ng of

10.57 and standard deviation of 5.28, while the female group had a mean

rating of 15.36 and standard deviation of 3.1 This also implied that the

treatment group with lmver mean rating achieved better classroom adjustment

than the control group with hqher mean indicating h~gher degree of EBD.

Such a difference was a161 much for gender Thus, the effect of gender on

EBD for health an8 physiobgica! status was not much.

Research Hypotheses

Hot: There was nu significant difference in the mean ratings of the

respmdents as ~egards conduct and social behaviour due to

treatment (experimental or control) and gender,

The result of covariance (ANCOVA) for the test of hypothes~s was

presented in Table 5.

TABLE 5: Analysis of Covariance of Pupils Scores on Conduct and Social Behaviour -.-.- "-- ...-......--..I.I...---" -.-. - --...... ".-."-.-.- ,...rn .-- ..... -..-..-.."..."I..-" ..-.... Y...Y .-.... ....- "." -.,...........-..

Source Type I11 sum df Mean F Sig. -

of squares square ---..---.---I_.-.-- ---.-.-..- --... - _..-_ _ _I__.___.____"___-.._

Intercept 1 266.540 1 1266.540 35.146 000

CONDSOCT 6,393 1 6.393 ,177 675

GROUP 726 064 .1 726 064 20.148 ,000 S

GENDER 23 943 1 23 943 .664 ,418 NS

GROUP "GENOER ,955 1 .955 ,027 .871 NS

Error 2548.625 7 1 36.037

Total 39891.000 80

Corrected Total 3467..887 7 9

S = Significant

NS = Not S~nificant

The results in Table 5 showed that the f-calculated for treatment was

20.148 and this was sign~ficant at 0.05. The hypothesis was rejected

I 'haefoie, the control group sign~ficantly had higher degree of disorder with

resped to conduct and soc~al behaviour than the experimental group,

ind~cating that Ihe behaviour disorder was lower in the experimental group as

a result of the treatment.

The f-calcufafecl for gender was .664 and that was not signiricant al

0.05. The hypothesis was not rejected. This i d ~ c a t d that lthe level of disorder

was comparabfe in the male and female pupils.

H*: There was no s~gn~f~cant d~fference In the mean ratings of pup~ls clue to

treatment and gender on personal~ty drmnsion.

The resurt of covariance [ANCOVA) for the test of hypothes~s was

presented in Table 6

TABLE 6: Analysis of Covariance on Pupllls Score on Personality Dimension

._,,+- I,-.,..,"*~~..~..., ..........,..,..-.......,..,... "-...-..." .... "....."..".".. ..,. ..,-....Ad -.-.-. C..,*. ..-..4, +~...,...*.~-..-....,*..,. -. ~-",-."....Y.-...VI...ll"

Source Type I l l sum df Mean square F Sig.

of squares - -- -. - . - -- - . -- - - -- - -- - ... - Intercept 835.21 6 1 835216 29475 ,000

PERSODIT 46.427 1 46.427 1.638 205

GROUP 646.496 1 640.496 22.603 ,000 S

GENDER 61.1151 1 61 .'I51 2.158 .'I46 NS

GROUP *GENDER ,221 1 221 ,008 ,930 NS

Error 201 1.879 7 1 28.336

Total 36876.000 80

Corrected Total 2927.200 79 ._-..... *~--.,"A"A.."..Y"-.",." ....." ......., -~.~~-.I-.-.-.T"...Y"Y.~.I.----...--....I." ......... n".-.Y .......... #.>-7-,..- ,-. ".-I..I..I -.... .I-

S = significant

NS = Not significant

The results in Table 6 showed that the f-calculated for trealrnent was

22.603 and this was sigrlificant at 0.05. The hypothesis was rejected.

Therefme, the control group significantly had higher dqree of disorder with

respect to personality dimension than the experimental group; indicating that

EHD was lower in the experimental group as a msult of the Vestment.

The f-calculated for gender was 2.158 and that was not significant at

0.05. T k hypothesis was not rejecled. This indicated that the level of disorder

was comparable in Ihe male and female pupils.

Hq: There was no significanl difference in the mean ratings of pupils due to

treatment and gender on health and physiological slatus

The result of covariance (ANCOVA) .for the fest of hypothesis was

presented in table 7.

TABLE 7: Analysis of Covariance of Pupils Scores an Health and

-"-+ Physiological _._.__.l__l_-_-l._.ll__..-_-___ Status ..---.--..---- Source Type I l l sum df Mean square F Sig .

of squares .__.__..____.____X____~____ _--_---__ .......-,-..---.. _ .--.- -.... - -.._ - ....-.._,....-...._, ^..-___-.__.I._________ - Intercept 1042.439 1 7042.439 51 683 .OOO

HELTP !-IT 1.197 1 1.197 .059 .808

GROUP 393.930 1 393,930 19.531 .OOO S

GENDER 78. 185 1 78.185 3.876 ,053 NS

GROUP "GENDER ,364 1 ,364 ,018 .894 NS

Error 1432.067 7 1 20.170

Corrected Total 2044.200

S = Significant

NS = Not significant

The results in Table 7 showed that the f-calculated for treatment was

19.531 and this was significant at 0.05. The hypothesis was rejected.

ThereFore? the control group significantly had highw degree of discxder with

respect to health and physiological status than the experimental group;

indicating that EBD was lower in the experimental group as a result of the

treatment.

The f-calculated For gender was 3.876 and that was not significant a!

0.05. The hypothesis was not rejected This if ldi~ated that Ihe level o l discrrder

was comparable in the male and female pupils.

Hod: There was no significant difference in the m a n ratings of the

respondents on learning and cognition due 10 treatment [experimental

or control) and gender.

The resull OF covariance (ANCUVA] far the les! OF hypothesis was

presented in Table 8.

TABLE 8: Analysis of Covariance on Pupils Scores on Learning and

-4

Cognition -- Source Type Ill sum df Mean square F Sig.

- of squares Intercept 884.41 3 1 884.413 28.503 .OOO

LEARCOGT 8.573 1 8.573 ,276 .601

GROUP 716.762 1 716.762 23.100 ,000 S

GENDER 127.782 1 127.182 4.099 .047 NS

GROUP "GENDER 4.655 1 4.655 1 5 0 ,700 NS

Error 2203.044 71 31.029

Total 36072.000 80

Corrected Total 3347.950 79 ..., ...,.. " -.... " ,-..-............,.A... . ...l__........*.........-...._.-I~.-U -.I._. .... .,...-*- .-.- &.-" .... "..""".----

S = Significant

NS = Not Significant

The r f e S ~ i t ~ in Table 8 showed that the f-calculated for treatment was

23.100 and this was significant at 0.05. The hypothesis was rejected.

Therefore. the contrd group significantly had higher degree of disorder with

resped to learning and cognition lhan the experimental group; indicating that

the behaviour disorder was lower rn the experimental group as a result of the

treatment

The f-ca[culated For gender was 4.099 arwl that was significant at 0 05.

The hypothesrs was rejected. The sign~ficance was not much. This indicated

that the level of disorder was comparable in the male and female puprls.

Ho5: There was no significant interaction ef,fed between strafegy and

gender m pupils mean response with regards to c o ~ u c ~ and social

behaviour.

The results in Table 5 showed that the fcalculated for interaction effect

between gender and treatment was :627 and that was not significant at 0.05.

The hypothesis was not rejected. Thme is no significant interaction between

the two factors (gender and lreatrnent) Yu cmduct and sacia! disorder.

HOG: There was no significant interaction effect between strategy and

gender m pupils mean responses with regards to personahty

dimension of behaviout.

The results in Table 6 showed that the f-calculated for interaction effect

between gender and treatmenl was .008 and that was not significant at 0.05.

The hypothesis was not rejected There was no significant interactron

belween the two factors (gender a d Ireatment) for personality dimensron.

Ho,: There was no s~gnificant interaction elfect between strategy and

gender on p l p ~ l s mean responses with regards to health and

phys~ological behaviour.

The result in Table 7 showed lhat the fcalccrlated for interaction effect

beiween gender and treatment was .01B and that was not significant at 0.05.

f i e hypothesis was mt rejected. Tlhere was no significant interaction

between the two factors. (gender and frcatrnent) for health and physiological

status.

Hog: There was no significant interadion effect between strategy and

gender on pupils mean responses with regads lo learn~ng and

cognition behaviow.

The results in Table 8 showed that the falculaled Tor interaction effect

between gender and ltrsealment was .I50 and Ihat was nol significant at 0.05.

The hypothesis was not rejected. There was no s~gnificant interaction

between the two factors (gender and treatment) for learning and cognition.

In summary, for the four categories of socio-psychological behav~our

problems - conduct and social behaviour, personality dirnens~on, health and

physiological, learning and cognition, there was a significant difference in the

behavioural change exhibited by the pupits in favour of the experimental

group. Those in control group significanlly exhib~ted more problems than

those in experimental group. Belonging to the experimental or control'group

had significant influence on the scores or ratings of the respondents Subjects

in the treatment group with significantly lower mean scores achteved 'better

classrom adjustment !Ran the control groups with significantly higher,mean

scores. The significance was as a result of training. However, such difference

was not very noticeable as a result of gender and there was no significant

group and gznder interaction.

CHAPTER FIVE I

DISCUSSION, CONCLUSION, RECOMMENDATIONS AND SUMMARY

Chapter Five is an opportunity to move beyond the data and

integrate creatively the results of the study with existing theory and

research (l-topkins, 7998). The researcher presents this chapter under the

followirq headings: discussion of the results, conclusion, implications,

recommendations. limitation, suggestions for further studies and summary

of the study.

Discussion of the Results

The results were discussed according to the f~rmulated research

questions and hypotheses thal guided the study. The ,hypotheses were:

T h e was no significant difference ,in the mean ratiflgs of the

respondents as regards conduct and social behaviour due to

treatrnent (experimental or control) and gender.

There was no significant difference in the mean ratings of pupils due

to treatment and gender at1 personality dimension.

There was no significant difference in the mean ratings of pupils due

to treatment and gender on health and physiologica~ status.

I

There was no significant difference in the mean ratings of the

respondents on learning and cognition due to treatment (experimental

or co~lrsl) and gender.

There was no significant interaction effect lbetween instruction in self-

applicatisn strategy and gender on pupils mean responses w~th

regards to conduct and social behaulour.

There was no significant interaction effect between instruction in self-

appficatim strategy and gender on pupils mean responses with

regards 'to personality dimension or €ED.

There was no significant interaction effect between in$tmction in self-

application strategy and gender on pupils rnean responses with

regards to health and physiological status.

There was [no significant inferaction effect between instruction in self-

application strategy and gender on pupils rnean responses with

regards to learning and cognition behaivours.

The study found out that there was a significant diffetedce in the

behavioural change exhibited by the pupils in the experimental group

against the control group, Subjects in the treatment group with significantly

lower mean scores achieved better classroom adjustment then /he control

group with significantly higher mean scores. Such significance was as a I

result of the strategy adopted. However, such difference was hot due to

gender.

These findings supported earlier prediction that u'sing self-

application strategy on children with EBD will improve their bbhaviour in

the classroorn, This suggested that training such children using this

control behaviour. As pupils monitor themselves, once they learn what they

are to do, they can woceed with only modest teacher supervision.

Observation has shown that achieving peers arid teacher's acceptance in

schools is positivefy related with characteristics such as coiltrolling an 1 r I and out burst, reducing aggression, developing greater self-concept a d

h friendliness. The adopted strategy could have increased the interest a d

b motivational ievel of subjects in the treatment group resulting in t e

positive change in behaviour. I Effecl of self-application strategy on gender has been demonstrat d

by research. Males as well as females had benefited from it.

researches had mainly focused on boys than girls, though.

not really established reasons for such male

I intervention strategy to acquire appropriate behaviours such as keeping

out of fight, being polite, staying in school and co-operation help to red ce

EBD. This was an indication that serf-application strategy was effective In

other words, classroom adjustment will be affected positively. This find ng

was in agreement with those of Schunk and Rice (1992), Corsini nd I Wedding (2000), Camp and Bush (1987). Bos and Sharon (1994). Nels n,

Smith, Young and Dodd (7991). These stirdies indicated that s 1 If-

application strategy can be extremely effective in enhancing the acade 4 ic

and socio- psychological behawjours of these pupils.

The possible reason of the reduction of manifestation of EBD 1 y

subject in the treatment group could be the self-nranagement involved. T b e

child gains self-confidence by exerting cantrd of his previously out of

Barkley (1985), Fibbs (19881, Wilson and Herrinsfein [1985), Hudley

Graham (19%). B d g e and Coie (19871, Ramsey and Walker ( I 1

Culljvan, Epstein m d Sahrnie (19921, Nwargwu (1986), found out

boys had more behaviour prablerns than gilds. Barkley (1985) suggc

that the reason may be that b y $ are more likely to have lea

disorbers, psychosis, mental retardation and other psychological disor

Tl io~gh, Cullivan, Epseih and Sahn ie (1992) found out that the

equalizes as they become adults.

In this study, more boys wete identified as EBD by teachers

there was rlo significant difference on lhe mean ratings for males

females .after the treatmen!. The expfanation could be culture bound.

children in the society see parents and adults giving in to the demanc

aggressive boys. They may start thinking that aggressive

example is a way of getting what one wants. The tendency is that

may start modelling their own gender. Moreover, teachers, parents

adults usually pay attention to manifestation of disordered behaviour

positive ones. They tend to ignore positive manifestation of behavio

children.

In their study, Camp & Bush (1 987) noted that EBD appears I

often in boys, and the strategy was successful when they used i l

observing their own behaviour, they were able to gain some control ov

They are in a better position to control that behaviour. They reported

after training sessions, pupils in the experimental group in the stud)

and

that

sted

ning

ers.

-a tio

but

and

The

s of

i,

for

4

'Y s

tnd

Ian

in

ost

BY

r it.

hat

not

r

behaviou I A,

L

m

i

It

r

!I i

/ I

only increased their scares on intelligence arid reading

received higher teacher ratings cllp interpersonal behaviow.

In their study. Kerr 8, Netson (1989) noted that the study wa also I Iests, bc

successful. They used it mi girls and i t was successfuf.

Hallahan, Lloyd & Graves (1982) used self-application

gender and found it successfcr!. They did not test for disparity effect.

1t-1 thi9 present sh~dy, more b y s were identified

When the stt-afegy was applied to ameliorate the behaviour. the

<> 1,

t also

in gender was not very much. This could be because the aim was ba&ically

to change the behaviour without focusing on gender. The recipients d ~f the

strategy was not very important, but the strategy itself. Change in

behaviour is what really matters so that the child can benefit f rod the

school programme, be welcomed by his peers and acceptable t d the

society.

Conclusion

The following conclcrsions were drawn based on the finding 0': the

siud y: I For the four classifications of socio-psychological behaviour of

pupils-conduct and social behaviour, personality dimension, health and e physiological, learning and cognition, there was a significant differen in

tho behaviour problems of the children in favour of the control group. he ii experimental p u p exhibited less of the problem. This was as a resu t of

treatment However, such differences were not very noticeable as a result

of gender. The results of this study showed that Ehe use of self-application

strategy with EBD helped lo minimize pupils classroom di$ruplive I

behaviours and increased their chances of proper classroom adj d ,stment.

There was no significant treatment and gender interactions.

lrnplrications of the Study 1 The study has implications for the teacher. It will help the te cher to

be able to use self-application Strategy ta treat children who are E D. The

teacher will appty Zhe self-management skills involved This includ 1 s self-

dismp8ve behaviour in scfioofs. It may require the creation of more , lasses

in each stream to reduce the number of pupils a teacher can han d le in a I

monitoring of behaviour, self-talk and even seff-evaluation. The teacher

also note thal gender is not a very determinant factor for a

behaviour or for use of self- application strategy.

The result also has implications for school administratio , The

schcml in additim 10 the teachers will apply this intervention stra,egy 1 to

class.

The study also has irnpkation for i~~St i tut ion~ responsible for !raining

primary school teachers. Such institutions include teacher 1 raining

institt~tions and colleges of education. They may need to exte d their 1 curricufurn to inchrde special education courses. Most importantly re the

principles of self-application strategy for El30 pupils. If they do not expose

teachers to s~n;h training, they may continue to produce i l k

teachers.

will

child's

help the increasing nurnbef- of primary school children that exhibit

R~commendations of the study

In-service training for primary school leachen on use a/ self-

appficatim strategy in leaching pupils. Resource persons

special educator can be brought ifi lo train teachers.

Teacher Training Colleges (TTC) and Colleges of

will benefit from them

Inclusion af relevant special education caufses such as EBD and

mental retardation in primary education programmes by cur iculum

planners.

Inclusion in the curriculum of use of self -applicatior~ stt 1 , egy in

teaching children with EBD in mainstreamed classes and

special classes. The teachers should use it in the

recommend the child for special training in a special class.

Conferences, seminars and workshops should be

responsible for training teachers need Is jnclcrde these Ire, L4 tment

effective use of self-application strategy in teaching EBD hhildren.

Such workshops can be organized in the school inviting A3 source

persons to train teachers.

The number of pupils in a class should be

teachers to effectively attend to the children's needs and

This is because self-application strategies involve

attention of the pupils.

packages in programming EBD children. The teachers and pupils

Limitations

The kngth of progralvlrne and use of inlact class may limit tGe study.

The treatment lasted for four weeks. The length of programme may have

had effect on gender. The children may want to please the researcher.

No attempt was made in the course of the study to determine

whether the skills learnt will be maintained over time. It is then necessary

that a follow-up study be conducted to determine the extent the self-

management skills learnt can be 'maintained over time.

Suggestion for Further Research I

i. Further research must include multiple measures to address the

question of maintenance and generalizability e.g. peer interactions

(Phyground activities may be appropriate context for observing

behavioural indicators of treatment efficacy).

ii. Further research might also compare the relative effect of self-

application using different curriculum contecit. E.g., the effects' of use

of computers as effective tools on managing EBD.

iii. The effects of drug therapy in combination with edc~cational

intervention in teaching EBD children.

Summary of the Study 1

The purpose of this study was to find out the effects of self-

application strategy on the socio-psychological behaviours of EBD pupils in

primary schools. The study also examined the effect of gender on self-

application on the behaviour of the pupils identified.

Four research questions and four hypotheses were formcrlated to

guide the study. The study was a pre-test, post-test quasi-experimental

design involving treatment and control groups.

The literature reviewed looked at the conceptual theoretical

ftarnework, three theories w m reviewed. These were psycho-analytical

theory, social learning theory and attribution theory. The literature was also

on the cmcept of EBD. Here, different definitions were given, including an

operational definition for the siudy. The charac.leristics, classification and

models of E8D were reviewed, Other literature reviewed was on need for

early inlewention, and empirical studies. Studies of self-application and

effects on gender were reviewed, including the efficacy of such on the

pupils researched on.

The sample of the study was eighty pupils. This was determined

through the use of multi-stage sampling techniques. The instrument used

for the study was a ,rating scale. This was called Special Education Scales

for Identification of Major Disabilities (SIMSED). The data generated were

analyzed using means, standard deviation and analysis of covariance

(ANCOVA). The results show that there is a significant interaction, effect

between the mean ratings of the respondents in experimental and control

groups, in favour of the experimental group. There is no significant

difference on the effect of self-application strategy on gender, I

!

The programme techniques required of teachers with EBD children

in their classes were highlighted. These were description of the strategy,

modeling the strategy, elaboration and verbal rehearsal. controlled practice

and feedback, confirm acquisition and make genemlization commitments.

I t is a self-application sfrategy which requires self-management, with

teachers as guides.

The study has implications for primary scRool teachers, school

administration, and institutions respmsibk for training school pupils and

professional bodies. For example, the strategy will enable self-

management skills such as social skills training to be used by EBD pupils.

As scrch, in- service training shall be orgartized for primary school teachers

on use of self- application strategy in teaching pupils.

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Woolfolk. A. E. (1995). Educational Psychotogy (6'" ed) Simon and Schurter C: Needharn Heights.

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Zax, M, and Stricker, G. (1984). The Study of Abnormal ~eheviour Selected Readings (3rd ed). Macmillan Publishing Company Ine Y I

Zimmerman B. J. (1990) Self- Regulated Learning and Academic Achievement: An Overview. Educational ~ s ~ c h o l o ~ i s t , 21.3-78.

down

APPENDIX I

Applicatiorl of Self-Application Strategy: procedure involved -.

Activity I

Step I: The goal of the research shall be emphasized in a positive way

Step Ill: The goals shall be made public

by the

Step IV: Reasonably high standards shall be praised and help give where I necessary I

i

Step V: Arrange lessons or practice in "easy" steps I

researcher

Step II: The pupils shall set goals for themselves and be able to wrte

Step VI: Have pupils brainstorm ideas for rewarding themselves for jobs well-

them

done-bonus points, claps, fantastic, etc.

I

Step VII: Have pupils check one another's work

Activity I1 !

~ssessrnent cards shall be distributed to check progress

Pupil's Name - Grade Date -

School - Teacher Researcher

Goal set

Home work rr,ark -

Grade awarded self- i. very good [ ]

ii good [ 1

iii falr I 1

iv poor [ 1

Tick the appropriate

Grade received in class work

(continuous assessment Mark)

Test f Test 2

English language

Mathematics

lgbo language

Primary science

Social studies

Physical and Health education

CRK

Agriculture

Arts and Craft

How well have you performed?

very well 1

fairly well [ ' ]

not at all [ 1

(Tick as applicable)

How many times did you fight in the school or at home?

I. Once [ I

11 . twice [ I ... I I I 3 times [ 1

iv more than 4 times [ I

v none [ ]

Activity Ill

They shall be given a homework on this: imagine that as you walk on

the playground one morning, you notice that your sandals were not property

buckled; as you bend down to buckle them, an important homework paper

falls out. Immediately, another pupil you know walks by and steps on the

paper, dirtying it. instead of apoiogising, the kid looks down at your paper, and

then at you and walks away.

1. Some questions can arise when the papers are handed over the

following day. Eg, " do you think the pupil bid it on purpose? " how

angry would you be" to what exlent wmH you blame the kid?

2. Marks on the homework shall be written in the card.

3. Normal classroom and assessments solely graded by teacher.

4 . Pupils and teachers' evaluation of the programme.

5 . Comparing of cards and class work.

Activity IV

The teachers shall rate the pupils a second time. This is to ascertain

the effect of self-application strategy on the pupils socio-psychological

behaviour.

Appendix II

Department of Education University of Nigeria Nsukka 251h February, 2004

SPECIAL EDUCATION SCALES FOR ID€ NTlFlCATlON OF MAJOR DISAE31LITlES (SIMSED)

Please, answer appropriately to these items below.

Teacher Qualification

Name of Child -,

Age .- Gender-. Class

Occupation of Parents

Please tick (d) uvder the appropriate box only the behaviours displayed by the

child. - >-- A. CONDUCT AND S Q C ~ A ~ ~ V ~ ~ ~ ~

-- - - - - - ---- - . - - - - - Wrong types of behaviour and feelings -r--

Nevsr 1 - - --

1 expressed under normal circumstance

2 1 Unusually aggressive and violent

- - _ _ _ _- 4 Disobedient and stubborn without rernors*--t- -

! 7 Easily irritable I I/- ! I

1 8 Always in a hurry and careless I

i I

9 Restless and boisterous I

I

~I-ve of things ---I--- 1 I-'

PERSONALITY DIMENSTON

I Unable to build and maintain interpersonal

I I relationship with peers and teachers

about him.

1 3 - t ~ e n s i t i v e and reactive to remarks of others

! I about him

1 4 ~ a s i i ~ inflicts serious injury or pain on others r and reiterates when offended

' Noted for lying and fighting

Gets himself into sititations where he

I be punished I I

7 / Blames others for everything I I+- -.--

Total I

I

~ L H E A L T H AND PHYSIOLOGICAL -

f physical pains and other I

j ) aliments

1 2 ) Has bruises and sores on the body I --I-- L -- / 3 Visits doctor or hospital regularly

+ I

--

absence from school due to illness ?- t q / ~ e g s for food from other children I

IT ( S h o w poor standard of hygiene in behaviour * I 7 Hair and face not cared for

-7.- I I

1 8 a s body odour I T - I ---I .--+ -..i -1 Seeks permission to visit toilet frequently

LEARNING AND COGNITION I Always I Often I Never I 1 .-p -.---.- *--

Inattentive in class I I I --

Sensory discrimination difficulties -- - -- I----- - - - -. - - - - - - --

Continuously require attention and direction 1 in instructions 1

- -- I Leaves or gives up a task without I 1

explanation ---.-A

Distraded from a task easily -- - -

Does not complele~ass work ./-I-:- - I

Does what comes to his mind immediately I 7

Table A: Social skill , behaviowal And Affective Checkli d ts And Bating Scales Completed By Others

- Behaviour Evaluation Scale- 2 (Mc Carney I-- Profile-2 Brown & Hammil, 1990 Burs Behaviour Rating Scales Burks, 1977 Child Behaviour Checklists (Achenbach,

Comprehensive ? Behaviour Rating Scale for Children (Meeper, Lahey

Scales (Conners, 1989) Deverws Adolescent Rating Scales Kalu Checklist on Major Special Education Categories Form Emotionaliy Disturbed (Kalu, 1985)

Grade or Rating Smle ( R )

Gr. K-12 R 1 8Y rs

Informant

Parents Trs Peers

Corn 6 nent

Rehavinural

f GrS I scale@ Everene 7 - R

Scale (Author)

Elementary School Behaviour Ratina Scale -11 Evised Behaviour Problem necklist (Quay &

Age of Grade

Checklist or

Rating

Dimension Scale 1 l8Yrs 1 Peterson, 1987) Social- Emotional

&Elliot, 1990) , 1 I Of Early Socio- Grs K- R

1 3-0 to 1 R,C

Emotional Development (Hresko & Me Connel, 1988) Walker Problem Behaviour Identification Checklist (walker, m.

Grs K- I C

Parents Trs

X

X

Peers Behavioural Cog.

APPENDIX I11 ltem by ltem Analysis of Factors

Item - . .

Wrong types of behaviour and feelings

expressed under normal circun7stance -

Unusually aggressive and violent - - -. - - -

Continuously defiant of authority -- Disobedient and>tuEorn without remorse

-- --- Extremely rude

unnecessarily unco-operative

Easily irritable

Always in a hurry and careless

--- .------ ------- Deliberately destructive of things

Unable to build and maintain interpersonal

relationship with peers and teachers .-

Sensitive and reactive to remarks of others

about him. - - - .- - - -- -- - -

Easily inflicts serious injury or pain on

others and reiterates when offended -

Noted for lying and fighting -. --- Gets himself into situations where he has

to be punished - .-, - - -

Blames others for everything - -- - - -. -

Complains of physical pains and other

aliments

- - -- -----..-

Noted fgr absence from school due to

illness

---- Begs for food from other children

repeatedly

Shows poor standard of hygiene in

behaviour

Hair and face not cared for

Has body ~dour-- - -,. Seeks permission to visit toilet frequently

- ~vo ids physical education

- Inattentive in class

-- Sensory discrimination difficulties

Has an accumulation of unconip\eted

class assignments --

Continuously require attention and

direction in instructions

Leaves or gives up a task without

explanation

Distracted from a task easily

Does not complete class work

Does what comes to his mind immediately

Has limited concentration - Mind wonders off to other things not

required in a task