Running Head: Annotated Bibliography

Assignment 5- Annotated Bibliography

Kevin John C. Germino (Student No. 7802241)
University of Manitoba
Professor Mary-Ann Updike
May 8, 2016

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2
Introduction

The clich slowly but surely can best describe the manner in which how the SRV
Implementation Plan for Fred is progressing. We just finished the fourth week of implementation
and Fred and I are getting used to our daily pre and post class interactions. Fred has a soft side
and he is just afraid to reveal this to people around him. Our daily interactions are telling me that
he must be properly guided to make better choices. I am hoping that after this trial period, the
whole class, most especially Fred can be genuinely benefitted.
In the process of preparing the SRV Implementation Project which I named as From Big
Bully to Best Buddy, the articles which are annotated below had been very useful and relevant.
Article 1
Article reference:
Johnson, C., Eva, A. L., Johnson, L., & Walker,
B. (2011). Don't turn away: Empowering
teachers to support students' mental
health. Clearing House, 84(1), 9. doi:
10.1080/00098655.2010.484441

Methods summary:
The authors of the article cited Lineas story
and examined her journal entries. At the time
of writing the article, Linea (who is also one of
the authors) is in college and is already
diagnosed with bipolar disorder and
depression. Nobody notices Lineas dilemma,
which later in her life caused her serious
mental health concerns.
The authors of the article outlined different
researches regarding the development of
mental health issues and ways teachers can
develop proactive systems of support within
their classroom.
Outcomes and five key words:
The article didnt involve treatment of data and
there is no hypothesis to be tested, there are no
quantitative outcomes that can be identified.

Purpose of the study:

The authors emphasized ways teachers can
recognize serious emotional, behavioral, or mental
health problems in adolescent youth. They also
suggested developmentally appropriate support to
troubled students that teachers can incorporate in
their day-to-day interactions and learning
experiences in the classroom.
Figurative Representation:

Two questions about the research:

1. The article focused on researches in the
adolescent stage. Will it not be necessary to also

Running Head: Annotated Bibliography

However, the authors presented and

suggested research based ways on how
teachers can be proactive in helping
their students to be saved into the
pitfalls of mental health concerns.
Also, much importance is given to the
development of a positive learning
climate in order to avoid emotional and
behavioral problems.

focus on the development of mental health issues

during earlier years since they will be precedents
of the adolescent stage?
2. Are there researches about mental health issues
that concerns male students?

Implications for change project:

The authors of the article mentioned that studies of children and adolescence link a diagnosis of
depression with many other disorders including conduct disorder. The authors emphasized that
recognizing the red flags, or the warning signs of mental health issues, is an important way of
helping students. Further, they identified ways on how a positive learning climate can be created
which included the following: communicate clearly and remain flexible, provide relevant instruction
and initiate positive peer interactions, demonstrate respect, and facilitate conditions for increased
self-efficacy. These are all useful in my proposed SRV change plan because Fred had been
demonstrating some of the red flags mentioned by the authors in their article. Also, their suggestions
of creating a positive learning climate is resounding of the ideas I have in mind to keep Fred
engaged in class.
Article 2
Article reference:
Kern, L. (n.d.). Addressing the needs of
students with social, emotional, and behavioral
problems. Remedial and Special
Education, 36(1), 24-27. doi:
10.1177/0741932514554104

Purpose of the study:

The article written by Kern (n.d.) which was
published in 2015, looks into the plight of students
with emotional and behavioral disorders (EBD).
Kern (n.d.) pointed out that students with EBD
continues to struggle with their school-related
experiences compared to other groups in the field
of Special Education. The author wanted to
suggest feasible changes that can be accomplished
with relatively little effort.

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Methods summary:
Kern (n.d.) did not deal with quantitative data
and there is no hypothesis to accept or reject.
She cited research findings that talks about the
challenges met by students with EBD. Kern
(n.d.) also pointed out obstacles for students
with EBD to have school success and they
include lack of teacher training to handle or
identify EBD among students, and the mindset
of teachers that they are only in charge with
academic matters and not to address behavior
problems. She then suggested approaches that
can be applied to improve the outcomes of
students with EBDs.
Outcomes and five key words:
The author was able to successfully cite
research based findings that supports
the claim that students with emotional
and behavioral disorders (EBD) are
somewhat disadvantaged compared to
other student groups in the field of
Special Education when it comes to
school success.
Kern (n.d.) identified positive supports
for students with EBD. The positive
supports include: teacher trainings in
identifying mental health disorders,
improving quality of life, and futures
planning for students with EBD.
Mentoring and relationship building
was also an important factor when
dealing with students with EBD. Kern
(n.d.), stated that mentoring needs to
begin in the early years when sign of
emotional and behavioral problems
emerge and this must continue without
interruption until high school
graduation.
Kern (n.d.), strongly suggested that the
interventions must be implemented as
designed and she termed this as
treatment fidelity.

4
Figurative Representation:

Two questions about the research:

1. Home and school are related in terms of a
childs education, are there ways in which parents
can also address the needs of children with
Emotional and Behavioral Disorders at home?
2. Are there ways in which tenured teachers can
be persuaded to change their views with regards to
students with EBD? I mean theyve been utilizing
their tried and tested method in dealing with
these kids and they are very reluctant to changing
ways. Are there specific trainings for these kind of
teachers?

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Implications for change project:

The article provides ways on how students with EBD can be supported in order for them to gain
significant progress in school related dimensions. Fred, has been showing signs and symptoms of
EBD which can still be addressed at this early stage. Mentoring and building relationship as per
Kern (n.d.) is important for it can affect behavioral and academic outcomes. The SRV Change
Implementation Plan that I have for Fred is focused on mentoring and building relationship. Also,
Kern (n.d.) said that mentoring needs to begin in the early school years. The article also pointed out
that focusing on the strength of students is one way to gain improvements.
Article 3
Article reference:
Brown, T. M. (2007). Lost and turned out:
Academic, social, and emotional
experiences of students excluded from
school. Urban Education, 42(5), 432-455.
doi: 10.1177/0042085907304947

Purpose of the study:

The purpose of the study is to find out about the effect
of loss of classroom instruction time and its
implication for academic achievement and on the
socioemotional experiences of students excluded from
the educational mainstream.

Methods summary:
Thirty-seven students from Grade 9 to 12
who are attending an alternative program
within the school district were administered
questionnaires about their experiences of
suspension, expulsion, and time out of
school. The respondents were also asked to
reflect on their current and prior schooling
experiences, including relationships with
school adults. Data gathered from the
close-ended and open-ended questions
were used to analyze the significance of
school exclusion and prolonged absences
on academic, social and affective aspects of
students schooling experiences.
Outcomes and five key words:
97% of the respondents reported
having been suspended and 78%
reported being expelled at some
point in their schooling.
A number of participants had
experienced a prolonged cycles of
transitions that created barriers to
their school success. One of those
barriers was lost classroom
instructional time.
The data gathered indicated that the

Figurative Representation:

Two questions about the research:

1. Will it be possible to find out if the respondents in
the study have a history of behavioral challenges in
their elementary years?
2. Is it not unfair for the teachers to be rated about
their concern for the respondents who were
suspended or excluded from school? Of course, they
will rate the teachers low.

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rates of school exclusion were

related to perceptions of school
adults and disciplinary policies and
practices.
Data from the open-ended questions
indicated that many of the
respondents had been unfairly
treated in their previous schools,
particularly around the terms of
exclusion.
The respondents generally pointed
out three prominent issues. First,
they perceived suspensions and
expulsions were too liberally
imposed and of the unduly harsh.
Second, they felt that they were
found guilty without sufficient
evidence. Finally, they felt that
permanent banishment from home
school was an unreasonable
punishment.
Implications for change project:
Although the respondents in this study are older students, I believe that their sentiments reflect those
of the elementary students in our school who are suspended and temporarily excluded from school.
Relationships with adults in school are also tarnished whenever suspension is served. Fred, the
student who is at the center of this change plan also experiences lost classroom instructional time.
Whenever he is out of school, we are required to send him homework packages which he really do
not return at all. The SRV Change Implementation Plan for Fred aims to provide him a better
image but as his teacher, I also want Fred to never have lost time in school due to suspensions.
Article 4
Article reference:
Richards, L., Heathfield, L., & Jenson, W.
(2010). A classwide peer-modeling intervention
package to increase on-task
behavior. Psychology In The Schools, 47(6),
551-566. doi: 10.1002/pits.20490

Purpose of the study:

The purpose of the study was to assess the
effectiveness of a classwide intervention package
using peer modeling to increase student attending
in the classroom.

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Methods summary:
The study had an experimental design which
consisted of three phases: baseline, intervention
and follow-up with multiple on-task
observations collected during each phase of the
study. There were three sample groups all of
them are split or combination classes of Grades
3 and 4, Grade 4 and 5, and Grade 5 and 6
students. These groups of students were shown
peer-modeling videotapes during the
intervention period of the study. After the
videotape was shown, observations were
recorded to see if the performance of the sample
groups will improve. Small tangible rewards
were given to students.
Outcomes and five key words:
All three classrooms showed gains in the
mean number of students on-task during
the intervention.
During the follow-up phase of the study
4-8 weeks after the intervention, the
mean percentage of students on-task in
each classroom decreased in two of the
classes, yet continued to be higher than
at the baseline for all three classes.
The mean percentage of correct math
answers at the baseline was fairly
consistent across classes. During the
intervention phase, there was an increase
of 5% for Classroom A and C and 7%
for Classroom B.
During follow-up phase, Classroom Bs
7% remained but for Classrooms B and
C, there was a slight drop with correct
answers.
Overall, along with increased on-task
rates, there appeared to be a small
positive effect on the students math
performance, as measured by the
percentage of correct answers from
work samples, in two classes, with a 1%
drop in the third class.

7
Figurative Representation:

Two questions about the research:

1. The study focuses on math outcomes. Why
math? Why not Language Arts or Science or any
other academic subjects?
2. Will the result of the study be the same without
the small tangible reward?

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Implications for change project:

Kids learn a lot through modeling. Even if the reviewed article focuses on improvements in class
performance through video modeling, it still resonates with the aim of the SRV Implementation Plan
that I am doing. The subjects in the study are split classes. Fred is also in the same kind of class, he
is a Grade 4 student. Being a Grade 4 student, he is being looked up to by his classmates. His
behavior is being imitated by the younger kids in class, especially those which are exhibiting the
same behavioral challenges as Fred does. If the younger kids in class will notice the changes in
Freds behavior like listening to the teacher and attending to the tasks that he is being assigned to,
then they can see him as a good role model and will imitate him. Although Freds actions will not be
videotaped, he will serve as a walking medium of positive change.
Article 5
Article reference:

Purpose of the study:

Dion, E., Fuchs, D., & Fuchs, L. S. (2005).

Differential effects of peer-assisted learning
strategies on students' social preference and
friendship making. Behavioral
Disorders, 30(4), 421-429. url:
http://web.b.ebscohost.com.uml.idm.oclc.org/e
host/pdfviewer/pdfviewer?sid=34e49921a0db-4f57-a0761b285bec9ab6%40sessionmgr120&vid=1&hid
=107
Methods summary:
One hundred fifty three Grade 3 and Grade 4
students from 8 different classrooms
comprised the samples of this study. PALS was
implemented for 11 weeks. Prior to the
implementation, social acceptance and
friendship were evaluated using the How I
Feel Towards Others (HIFTO) peer-rating
measure. Participants were required to rate
their participating classmate in terms of their
degree of fondness. Two scores were
calculated for each child.

The study tried to determine if Peer Assisted

Learning Strategy (PALS), which was initially
designed to bolster academic achievement, will
have positive effect on peer relationships.

Outcomes and five key words:

The researchers found that PALS
participation did not lead to a
generalized improvements in the
quality of peer relationship among
classmates.
The differential effectiveness of PALS
revealed an improvement in the social

Two questions about the research:

Figurative Representation:

1. Basing from the study, PALS was used in ELA

only. Can PALS be used in other subjects like
Math or Science?
2. Will the results/findings be different if the study
had been conducted for a longer time? Or if older
students were used as respondents?

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standing of unpopular children.

PALS seemed to reduce the proportion
of neglected children. The findings
suggest that social problems
experienced by neglected children can
be alleviated by changing their
environment.
The analysis of the study suggests that
PALS helped children to find at least
one friend.
Authors suspect that the social benefits
a child may derive from participation
in peer-tutoring activities are
influenced by his or her particular
interactional style.
Implications for change project:
Fred is a smart kid with the ability to help his younger classmate accomplish tasks which might be
challenging for them. Even if the study being reviewed found no evidence that PALS had an overall
effect on childrens social preferences or friendship, it does show an improvement in the social
standing of unpopular children. I believe that Fred, although he is notorious, belongs to the
unpopular group of kids in school. If he will be seen by everyone to be helping his classmates, his
social standing will improve and he will have a different image in the eyes of everybody in the
school.
Article 6
Article reference:
Beaumont, C. (2009). Students with SEBD
as Peer Helpers. In Cooper, P., & Cefai, C.
Promoting emotional education engaging
children and young people with social,
emotional and behavioural difficulties (pp.
109-118). London: Jessica Kingsley.

Purpose of the study:

The purpose of the study is to find out if students with
Social, Emotional and Behavioural Difficulties
(SEBD) would benefit when given the opportunity to
act as peer helpers in school, and how the role can
help improve their social competence.

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Methods summary:
A peer helping program adapted from a
British model was implemented in a special
secondary school. Six students whose ages
are between 14 and 16 were the chosen
participants. These students were all
identified as having serious behavioral
difficulties which had prevented them to
continue attending mainstream school. The
six students were chosen to become helpers
by their peers. They underwent a number
of training sessions in peer counseling and
were assisted by a team of psychologist as
they fulfill their roles. Data were collected
during semi-structured interviews which
sought the participants perceptions and
experience of peer helping, and its
contribution to their personal and social
development.
Outcomes and five key words:
The study supported the use of peer
helpers in the promotion of social
skills amongst students with Social,
Emotional and Behavioural
Difficulties (SEBD)
Analysis of the participants
answers to interviews showed that
peer support has positive impact on
the social competence skills of
students with SEBD. Also, students
who practices peer support could
develop nine distinctive aspects
related to social competence.
Peer-recognition was identified as
the number one motivation for peer
helpers to do their tasks. It gives
them an opportunity to be respected
and valued for their skills and
strengths.
Cognitive skills and abilities are
most utilized when students with
SEBD act as peer helpers.
Participants developed empathy,
self-efficacy and self-control.

10
Figurative Representation:

Two questions about the research:

1. The study involved one female and five male
participants. Is it safe to say that the findings of the
study also applies to female students with SEBD
despite the fact that there is only one female involved
in the study?
2. The results of the study were based from the
answers of the participants. Did their teachers and
peers notice the same improvements?

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11

Implications for change project:

The study shows that a positive impact can be made if kids with SEBD are given roles and
responsibilities that will make them feel worthy. Fred, will be given responsibilities, although not
the same as the peer counselors in the study had, but he will surely feel motivated to do those tasks
because they will enhance his self-worth. With peer-recognition as the number one motivation
identified in the study, Fred will hopefully have positive peer recognition as he tries to help out his
classmates with their tasks and as they see him doing tasks for the classroom in general.
Article 7
Article reference:
Rigby, K. (2012). Bullying in schools:
Addressing desires, not only behaviours.
Educational Psychology Review, 24(2),
339-348. url:
http://link.springer.com.uml.idm.oclc.org/a
rticle/10.1007/s10648-012-9196-9

Purpose of the study:

The research study provides a critique of the idea
proposed by Tattum and Tattum (1992), that the
conception of bullying is located in the desire of a
bully to hurt others. It also aimed to provide a more
effective and humane methods of dealing with the
problem of bullying in school.

Methods summary:
Rigby (2012) examines a range of desires,
as inferred from the reasons Australian
schoolchildren provided for bullying
others. The schoolchildren participated in a
sentence completion techniques as a semistructured projective test. A further source
of relevant information derives from
studies of individual schoolchildren who
were identified as engaging in bullying and
subsequently interviewed by school
counselors trained in the use of Method of
Shared Concern.
Outcomes and five key words:
The relationship between desires
and reasons is controversial. The
reasons individual children give for
engaging in bullying are unlikely to
provide a perfect indication of the
desires they have for engaging in
bullying behavior.
In addressing bullying in schools, it
must be recognize that there may
be a variety of reasons as to why
the bullying is undertaken.
The author suggested ways to
address bullying based on each of

Figurative Representation:

Two questions about the research:

1. Is there a possibility that bullying behavior is
caused by the desires of a child related to his/her home
environment?
2. How effective are the suggested social and
emotional activities in the prevention of bullying?

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12

the motivational states namely:

feeling aggrieved, seeking fun at
anothers discomfiture, gaining or
retaining support, extortion and
sadism.
The author suggested that
appropriate school-based practices
must be selected in line with the
identified desires and school may
focus on providing social and
emotional education for all. He
further suggested that lessons may
be delivered through the curriculum
to foster more positive relations
among the members of the school
community and the use of nonpunitive intervention strategies to
deal with suitable cases of bullying.
Implications for change project:
The non-punitive approach suggested by the author is what I want for Fred to have instead of being
excluded in the school for some time. Rigbys (2012) suggested ways of addressing bullying in the
proposed motivational states will also be beneficial not for Fred alone but for the whole class.
Article 8
Article reference:
Shore, K. (2009). Preventing bullying: Nine
ways to bully-proof your classroom.
Education Digest: Essential Readings
Condensed for Quick Review, 75(4), 39-44.
url:
http://web.a.ebscohost.com.uml.idm.oclc.or
g/ehost/pdfviewer/pdfviewer?sid=e6fcccc7522f-445c-bcb283f9b2c0df26%40sessionmgr4004&vid=1
&hid=4104
Methods summary:
The article is descriptive. It made a clear
definition of what bullying is. Also, the
effects and signs of bullying were
enumerated. It also touched on the role of
the teachers in preventing bullying.

Purpose of the study:

The purpose of this article is to provide ways to ensure
that every classroom is bully-proof.

Figurative Representation:

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Outcomes and five key words:

The article did no present any specific
outcome because its primary aim is to
inform teachers like me on how to make my
classroom safer for every students.
However, Ive listed below some significant
learning I had upon reading the article.
Bullying is intentional, it takes place
more than once, and it is on-sided
which means that there is an
imbalance of power between the
bully and the victim.
Bullying is not the same as a single
incident of teasing but it is an abuse
of power.
Bullying can leave lasting
psychological scars.
Teachers are at the core of any
bullying prevention program, and
many of the lessons students need to
learn that discourage bullying must
come from the teacher.
A positive classroom climate must
be fostered. The most effective way
to foster a caring attitude is to model
the behavior by relating in a warm,
sympathetic ways with the students.
It is important to see the good in
every child, even if s/he is a bully.

13

Two questions about the research:

1. The author said that bullies are more likely to be
male. As per my observation it is generally true. But
are there statistics which the authors can cite about
this claim?
2. Did the author get any chance to try the nine ways
he suggested himself in an actual classroom?

Implications for change project:

Even if the chosen article did not deal with data gathered from respondents, it gives me ideas on the
real nature of bullying. It also gives me very important points on how I can deal with Freds bullying
behavior and also how to include the whole class in tackling topics about bullying.

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14
Article 9

Article reference:
Sterrett, W. L. (2012). From discipline to
relationships. Educational Leadership, 70(2),
71. url:
http://web.a.ebscohost.com.uml.idm.oclc.org
/ehost/pdfviewer/pdfviewer?sid=275eda146d64-4d42-b859fe710ed3bbd2%40sessionmgr4003&vid=1&
hid=4104
Methods summary:
Again, Ive chosen an article which is
somewhat purely descriptive in nature. But
As a teacher, Ive seen the articles
importance in the SRV change project that I
have. The author did cite the experiences he
had being a school principal and the
strategies he used to address the concerns at
he presented.

Purpose of the study:

The article identified ways that school leaders can do
to support teachers in building stronger relationships
with students.

Outcomes and five key words:

The author pointed out that schools
must promote a positive vision. A
school vision must have life and
confront the schools challenges in
multiple relevant and measurable
ways.
Teachers must create classroom
communities. Effective teachers have
always found ways to connect with
students, but having a consistent
school wide system for creating
communities can provide crucial
structure and support.
Parental involvement is also crucial
in the schools positive vision.
Providing extra support for students
who are disruptive and do not
respond to in-class support structures
is necessary. The author suggested a
cool down period for these students
where a trained staff member works

Two questions about the research:

Figurative Representation:

1. Are there ways other than phone calls to reach out

to the parents? As a teacher, Ive tried every way to
engage parents in the education of their child but it
seems that I am not doing enough to make them at
least come during the Parent-Teacher Conference.
How can I be more effective at this aspect?
2. In the authors years of experience, how was he
able to implement a consistent school wide system?
In the school it is one of our problem, consistency
about everything.

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15

closely with the students.

Building consistent relationship with
the students was also suggested by
the author. He implied that spending
quality time with the students is one
key towards eliminating unwanted
student behaviors.
Implications for change project:
Again, even if the chosen article did not present data, it provides me insights on how to deal with
Fred and the rest of the class. The message You belong in this class; we want you here. that Ive
read in the article makes me realize that students are in school to learn and that it is really their
home. The article also enlightened me that the whole school must be in the same boat in order to
effect any change they want. I wrote in my SRV implementation Plan that I will present the result of
the change project during the year end assembly and hopefully, the community will buy my ideas.
Just like what the author of the article had said, even parents need to be part of the schools positive
vision
Article 10
Article reference:
Chin, J.K., Dowdy, E., Jimerson, S. R., &
Rime, W. J. (2012). Alternatives to
suspensions: Rationale and
recommendations. Journal of School
Violence, 11(2), 156-173. Doi:
10.1080/15388220.2012.652912

Purpose of the study:

The authors cited the results of Alternative to
Suspension (ATS). They want to prove that if
offending students are given with interventions that
fulfill skill deficits or responded to emotional needs of
the student, it would result in less future problems
compared to if the student has been temporarily
excluded from school.

Methods summary:
In the school year 2010-2011, an
elementary school with 553 students from
preschool to Grade 6, who are adapting a
positive behavior support intervention
(PBIS), was the pilot testing site of ATS.
The Behavioral and Emotional Screening
System was used to screen all students for
risk of behavioral and emotional problems.
Teacher-report form and student self-report
form for Grade 3-6 were also reviewed.
From these results, the PBIS team of the
school formed small groups and individual
interventions to address the needs of the
kids. A total of nine students were
administered ATS interventions.

Figurative Representation:

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16

Outcomes and five key words:

There were fewer suspension
during the year the Alternative to
Suspension (ATS) model was
implemented.
Findings of the pilot study provide
preliminary evidence that schools
can find success in implementing an
ATS program that promote
prosocial behaviors by engaging
students to facilitate their
understanding and enhance their
knowledge.
The case study included in the
study demonstrated how a
proactive, learning approach to
behavioral problems could
potentially effectively replace
punitive school discipline practices.

Two questions about the research:

1. How much time did it take for the pilot school to get
used to and proficient at using ATS?
2. What are the assurance that the reports of the
teachers are really accurate and did not contain any
bias against students who are already identified to
misbehave?

Implications for change project:

The study has a qualitative nature and I find it very useful and related to the change plan I am doing
for Fred. The study provides options (making bad choices, skill/ability deficit, or social/emotional
need) as to what prompted the behaviour of the child and the applicable interventions. I believe that
addressing the cause of the problem will really alleviate the occurrence of misbehavior rather than
temporarily removing the child from school and not doing anything to address the problem at all. The
study can be used as a guide if ever the school would want to adopt the system that I will propose
during the year-end assembly.

I must admit that I had a hard time doing the annotations. I am also not certain if the
readings or articles Ive selected are appropriate for the project. However, when I read all the
articles presented above, I find relevance to the current SRV Implementation Project I am doing.

References

Running Head: Annotated Bibliography

Beaumont, C. (2009). Students with SEBD as Peer Helpers. In Cooper, P., & Cefai, C.
Promoting emotional education engaging children and young people with social,
emotional and behavioural difficulties (pp. 109-118). London: Jessica Kingsley.
Brown, T. M. (2007). Lost and turned out: Academic, social, and emotional experiences of
students excluded from school. Urban Education, 42(5), 432-455. doi:
10.1177/0042085907304947
Chin, J.K., Dowdy, E., Jimerson, S. R., & Rime, W. J. (2012). Alternatives to suspensions:
rationale and recommendations. Journal of School Violence, 11(2), 156-173. Doi:
10.1080/15388220.2012.652912
Dion, E., Fuchs, D., & Fuchs, L. S. (2005). Differential effects of peer-assisted learning
strategies on students' social preference and friendship making. Behavioral
Disorders, 30(4), 421-429.
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