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Sociocultural and Social Cognitive Theories: Historical and Current Practices for Students with Emotional and Behavioural Disorder (EBD) |
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PP: 1859-1870 |
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doi:10.18576/isl/110601
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Author(s) |
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J. A. Alnoaim,
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Abstract |
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| The achievements in the study of human social and cognitive learning development are not ascribed to a single individual or theorist. This paper will examine how the theories promoted by Vygotsky and Bandura promote the foundation for the use of high leverage practices with students who display challenging behaviors in the classroom. Specifically, examining the major theoretical concepts of their work has allowed educators and others to develop classroom and behavioral management strategies that are effective for students with Emotional and Behavioral Disorders (EBD). The two theoretical concepts of sociocultural development theory and social cognitive theory have both been shown to support educators who are working to improve the academic and behavioral outcomes of students with emotional and behavioral disorders. Both of these theories have been used to develop teaching skills to provide all students, including students with behavioral challenges, better opportunities in education as well as success in the general education classroom. Moreover, these theories can be utilized to create professional development for educators on classroom and behavioral management strategies.
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