Cognitive Behavioral Intervention Approach


CognitiveBehavioral Intervention Approach

CognitiveBehavioral Intervention Approach

Emotionallybehaviorally disorder (EBD) is characterized by various aspectsincluding insufficient coping mechanisms, feelings of insignificance,low-self esteem. Children with EBD lack the capability to cope insocially suitable ways. Such factors result in behaviors such aswithdrawal, violence, and failure to follow set rules and regulations(Bateman, 2000). As a result, appropriate intervention methods mustbe put in place to remediate the disorder. The cognitive behavioralapproach (CBA) is a key model used for providing intervention plans.The current paper focuses on the procedures, effectiveness, andlimitations of CBA. Besides, models of cognitive behavioralintervention (CBI) approach are also discussed. The relationshipbetween emotions, thoughts and behaviors and their influence on eachother, and the significant of social skill training is discussed.Lastly, essential considerations regarding curriculum development,approaches and assessments are provided.

TheModels, Procedures, Effectiveness, and Limitations of CBI

CBIis an essential approach employed when dealing with the issue of EBDin children (Teasdale, 2000). The approach has various elements usedin addressing behavioral problems among children suffering fromemotional disorders. CBI’s main goal is teaching children ways ofmanaging their nonacademic and academic behaviors without the help ofother people(Mayer et al. 2011). A number of procedures are adoptedin order to achieve this goal. They encompass verbal meditation andself-management (Bateman, 2000). The procedures play a vital role inpreventing children from involving themselves in negative behaviorscause by their thoughts or emotions. Additionally, the proceduresemphasize self-control, facilitating the use of appropriate methodswhile coping with emotions.

Self-managementhelps in teaching children the significance of observing andreinforcing positive behaviors personally. They are important fordeveloping positive emotions, which in turn generate positivebehaviors. The procedure consists of various elements includingself-evaluation, self-monitoring, as well as self-reinforcement(Wright et al., 2006). Self-monitoring is helpful as it instructschildren ways of monitoring their behaviors with regard to theiremotions as well as treatment of others. It entails outliningbehaviors, both positive and negative, and enables assessment as wellas monitoring. This allows reinforcement of positive behaviors.Self-evaluation entails assessing the children’s monitored behaviorwith respect to the behaviors of other children who exhibit positivebehaviors (Teasdale, 2000). Such a comparison helps in promotingappropriate behavior. Self-reinforcement entails strengtheningpositive behaviors among children with EBD. It includes rewardsystem, as well as encouraging positive interactions. Through this,children are able to reinforce their positive behavior, allowing themto enhance their self-esteem and emotional management. These areimportant in facilitating modifications of the negative EBD (Mayer etal. 2011). In this regard, the CBI model allows children with EBD totake responsibility in modifying their behavior through the guidanceof an educational expert.

Verbalmeditation is another procedure. Children’s own thoughts play amajor role in criticizing themselves based on contemplations of pastfailures experiences, as well as occurrences. As a result,self-instruction teaching method is used to instruct children on themanner of employing verbal prompts. They are important in helpingthem make appropriate decisions that would impact their non-verbalactions positively.

Childrenwith negative thoughts are trained to reflect on such thoughts whileexamining positive thoughts. This helps in counteracting negativebehaviors, which stems from negative verbal thoughts. Problem-solvingtechniques are also taught as they help to recognize, define, andgenerate optional solutions to negate negative thoughts (Bateman,2000).

Thoughts,Emotions, and Behaviors

Negativethoughts result in negative emotions, which eventually lead tonegative behaviors. The complex procedure through which thoughtsaggravate emotions, which in turn impact behaviors, is the reason asto why children with EBD behave negatively. Thoughts are the basis ofdeveloping opinions. EBD children possess negative thoughts that stemfrom personal matters. In turn, they generate negative emotions suchas anger and sadness that are ultimately exhibited in the negativebehavior they engage in (Teasdale, 2000). CBI approach is employed inteaching techniques and interventions suitable for stifling negativethoughts as well as emotions, which lead to negative behavior.

TheEffectiveness and the Limitations of this Model

Themodel is effective as it helps children with EBD overcome theircondition by instilling positive behaviors. The procedures help indeveloping individual plans for every child to modify their mindprocesses, which leads to the production of positive thoughts,emotions, as well as behaviors (Wright et al., 2006). CBI is simpleto implement and is supported by other models employed inpsychotherapy. It has also been effective in treatingobsessive-compulsive disorders, anxiety, as well as manic-depressivedisorders (Mayer et al. 2011). However, a major limitation of themodel is that children with EBD must be willing to take part in theprocess of dealing with their condition. They are required toundertake self-management, self-evaluation and verbal meditation withthe help of an education expert. As a result, if the children are notwilling to participate. The model be deem ineffective. Additionally,it is also difficult to monitor behaviors.

TeachingSocial Skills

Trainingof social skills is encouraged and should be integrated in dealingwith children with EBD. The approach should encompass social skillsevaluations, structured learning, published social skills, as well astraining pre-social skills among others (Wright et al., 2006). Theinitial step in promoting social skills is finishing a FunctionalBehavioral Assessment (FBA). A structured and direct approach is alsorecommended.

ImportantConsiderations in Developing Curriculum, Approaches, and Assessments

Oneimportant consideration involves incorporating expected outcomes incurriculum specifications. For instance, lesson plans could bedesigned for children with various problems. Considering thestrengths as well as weaknesses of every child is also important. Themanner of delivering information to children with EBD should beconsidered. FBA entails obtaining information regarding the behaviorrequiring attention (Mayer et al. 2011). It is conducted usingstructured interview or rating scale.


Bateman,A. (2000). Integration in psychotherapy: an evolving reality inpersonality disorder. BrJ Psychotherapy.17:147 – 156.

Teasdale,J. (2000). Prevention of relapse/recurrence in manic depressivepsychosis by mindfulness- based cognitive therapy. Journalof Counseling Clinical Psychology.68:615 – 621.

Wright,J. H., Ramirez Basco, M. &amp Thase, M. E. (2006). Learningcognitive-behavior therapy: an illustrated guide. New York: American Psychiatric Pub.

Mayer,M. J., Acker, R. V., Lochman, J. E. &amp Greshm, F. M. (Eds.).(2011).Cognitive-behavioral interventions for emotional and behavioraldisorders: School-based practice.Guilford Press.