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The Integration of Cognitive and Behavior Therapy Among Students With Neurodevelopmental Disability

The Integration of Cognitive and Behavior Therapy Among Students With Neurodevelopmental Disability

Zaineb Ghlayem
Copyright: © 2023 |Pages: 23
ISBN13: 9781668487372|ISBN10: 1668487373|ISBN13 Softcover: 9781668487419|EISBN13: 9781668487389
DOI: 10.4018/978-1-6684-8737-2.ch016
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MLA

Ghlayem, Zaineb. "The Integration of Cognitive and Behavior Therapy Among Students With Neurodevelopmental Disability." Closing the Educational Achievement Gap for Students With Learning Disabilities, edited by Florence Nyemba and Rufaro Audrey Chitiyo, IGI Global, 2023, pp. 334-356. https://doi.org/10.4018/978-1-6684-8737-2.ch016

APA

Ghlayem, Z. (2023). The Integration of Cognitive and Behavior Therapy Among Students With Neurodevelopmental Disability. In F. Nyemba & R. Chitiyo (Eds.), Closing the Educational Achievement Gap for Students With Learning Disabilities (pp. 334-356). IGI Global. https://doi.org/10.4018/978-1-6684-8737-2.ch016

Chicago

Ghlayem, Zaineb. "The Integration of Cognitive and Behavior Therapy Among Students With Neurodevelopmental Disability." In Closing the Educational Achievement Gap for Students With Learning Disabilities, edited by Florence Nyemba and Rufaro Audrey Chitiyo, 334-356. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/978-1-6684-8737-2.ch016

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Abstract

This research aimed to explore the effectiveness of integrating behavior therapies, specifically applied behavior analysis (ABA) and cognitive behavior therapy (CBT), in an inclusive classroom setting for students with neurodevelopmental disabilities. Data were collected through surveys and interviews with educators and parents of students with neurodivergent disabilities. The findings showed that ABA and CBT can be effective in helping students regulate and focus on their academic goals, as well as assisting educators in understanding students' behaviors and adapting their goals based on their learning habits. The results suggest that integrating behavior therapies in an inclusive classroom can benefit both students and educators, and further trials are recommended to collect more data on the effectiveness of this approach.

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