Teaching to the strengths and needs of deaf and hard-of-hearing children
Social, emotional and behavioural difficulties (SEBD) in young people pose enormous challenges to social and educational institutions throughout the world. This chapter explores the available research evidence on approaches to promoting the positive educational engagement of students with SEBD. The intention is to provide information that will be of use to policymakers and commissioners of services in this area. A key aim of the review was to identify sources which suggest the likely replicability of effective interventions. For this reason particular attention was given to well-designed large-scale random controlled trials (RCTs), where these were available. Behavioural interventions are primarily concerned with the manipulation of surface behaviour thought the management of external stimuli. Cognitive behavioural (CB) approaches are concerned with the ways in which the relationship between external stimuli and target behaviours can sometimes be influenced by thought processes. The aim of CBT is to encourage the development of functional ways of thinking by challenging and changing dysfunctional ways of thinking.