Behavioral and academic effects of brainology

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2013-05

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Abstract

The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed.

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