Journal articles: 'Students With EBD'

1

Gage, Nicholas A., and Kristin Lierheimer. "Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School." Education Research International 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/871984.

Full text

Abstract:

Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as they transitioned to middle and high school, and, what factors influenced this change. Using latent growth modeling procedures, the study found that students with EBD reported high self-concept across time and that reported self-concept was most impacted by ethnicity (β=−.174) and urbanicity (β=−.113).

APA, Harvard, Vancouver, ISO, and other styles

2

State, Talida M., Brandi Simonsen, Regina G. Hirn, and Howard Wills. "Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders." Behavioral Disorders 44, no. 2 (December 29, 2018): 107–16. http://dx.doi.org/10.1177/0198742918816447.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

3

Allday, R. Allan, Kim Hinkson-Lee, Tina Hudson, Shelley Neilsen-Gatti, Andrew Kleinke, and Caroline S. Russel. "Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD." Behavioral Disorders 37, no. 2 (February 2012): 87–98. http://dx.doi.org/10.1177/019874291203700203.

Full text

Abstract:

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.

APA, Harvard, Vancouver, ISO, and other styles

4

Gage, Nicholas A., Reesha Adamson, Ashley S. MacSuga-Gage, and Timothy J. Lewis. "The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics." Behavioral Disorders 43, no. 1 (June 22, 2017): 213–22. http://dx.doi.org/10.1177/0198742917713211.

Full text

Abstract:

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

5

Metaxas, Melinda J. "Are the Most Effective Approaches towards Helping Students with Emotional Behavioural Disorders (EBDs) Predisposed and Trait Based?" Psychiatry International 2, no. 1 (March 21, 2021): 85–107. http://dx.doi.org/10.3390/psychiatryint2010007.

Full text

Abstract:

Trait emotional intelligence (EI) may prove to be most valuable as an approach for dealing with others’ behaviours/emotions via its related psychological processes. Personality trait theory posits that an individual’s level of EI affects their cognitive-affective-behavioural reaction towards students with emotional behavioural disorders (EBDs) and influences the level of difficult behaviour. EI would be an essential element in fostering supportive interactions with students as a way of preventing and/or managing disruptive behaviours. The author explores which individuals are more predisposed to discriminate against EBD students using an attribution model framework and identifies the most effective and supportive EI traits. Two hundred and sixty-one teachers from 51 Victorian schools completed self-report questionnaires, including the Trait Emotional Intelligence Questionnaire. A quantitative survey methodology used vignettes (depicting a student with either mild or severe EBD symptoms), with 50/50 surveys randomly distributed. Teacher EI predicted the behaviour towards students with EBDs, whilst bypassing or biasing conscious thought processing. Combinations of EI traits were identified that produced the most desirable outcomes, demonstrating EI’s propensity to direct reactions towards a more effective or dysfunctional helping approach. The findings suggest that the most effective approaches towards helping EBD students are the innate dispositional reactions that establish the necessary psychological foundations for any successful interaction or outcome. The development of an assessment tool (Assessment Screen for Emotionally Intelligent Teachers (ASET)) lays a sound foundation for profiling teachers with these ideal qualities.

APA, Harvard, Vancouver, ISO, and other styles

6

Kumm, Skip, Jacob Reeder, and Erin Farrell. "Social Skills Practice Strategy Opportunities for Students With EBD." Beyond Behavior 30, no. 2 (June 17, 2021): 97–106. http://dx.doi.org/10.1177/10742956211020832.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD. This article details a framework for teaching and practicing social skills interventions. Included in it are descriptions of several social skills strategies and ways in which the teaching of them can be individualized to meet the needs of students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

7

Watts, Gavin W., Diane Pedrotty Bryant, and Garrett J. Roberts. "Effects of Cross-Age Tutors With EBD for Kindergarteners At Risk of Mathematics Difficulties." Journal of Emotional and Behavioral Disorders 28, no. 4 (November 13, 2019): 244–56. http://dx.doi.org/10.1177/1063426619884271.

Full text

Abstract:

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional–behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects and collateral outcomes of utilizing cross-age tutors (i.e., older students) with/at risk of EBD to deliver a number line board game intervention to kindergarten students at risk of mathematics disabilities. A multiple baseline design across participants was utilized to evaluate the following research questions: (a) What are the effects of a number line game delivered by a cross-age tutor with EBD on the mathematics performance of kindergarten students with mathematics difficulties? (b) Can students with EBD implement tutoring procedures with fidelity? (c) What are the effects of the cross-age tutoring training and implementation on the tutors’ classroom behaviors and risk-status for EBD? Tutoring sessions took place for 25–30 min, 3 times per week, over 10 weeks. Results suggest cross-age tutoring to be an effective and feasible model for improving mathematics performance of at-risk kindergarteners and, to a lesser extent, the behavioral performance of students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

8

Marsh, Robbie J. "Building School Connectedness for Students With Emotional and Behavioral Disorders." Intervention in School and Clinic 54, no. 2 (April 4, 2018): 67–74. http://dx.doi.org/10.1177/1053451218765219.

Full text

Abstract:

Designing and implementing effective interventions for students with emotional and behavioral disorders (EBD) continues to challenge teachers. School connectedness is an emerging construct that is preventative for engagement in health-risk behavior and bullying. This article highlights a shift in intervention design and proposes a multifaceted intervention to meet the unique needs of students with EBD. Each component of the school connectedness construct is discussed with accompanying intervention strategies that can be implemented simultaneously to improve the behavioral and academic outcomes for students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

9

Davis, Mariya T., and Ingrid K. Cumming. "Planning and Implementing Student-Led IEPs for Students With EBD." Beyond Behavior 28, no. 2 (June 5, 2019): 90–98. http://dx.doi.org/10.1177/1074295619850569.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

APA, Harvard, Vancouver, ISO, and other styles

10

Cook, Sara Cothren, Kavita Rao, and Lauren Collins. "Self-Monitoring Interventions for Students With EBD: Applying UDL to a Research-Based Practice." Beyond Behavior 26, no. 1 (April 2017): 19–27. http://dx.doi.org/10.1177/1074295617694407.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how the Universal Design for Learning framework can be used to design individualized self-monitoring interventions for students with EBD while still maintaining core components of the intervention.

APA, Harvard, Vancouver, ISO, and other styles

11

Peltier, Corey, and Tiffany K. Peltier. "Mining Instruction From Student Mistakes: Conducting an Error Analysis for Mathematical Problem Solving." Beyond Behavior 29, no. 3 (February 1, 2020): 141–51. http://dx.doi.org/10.1177/1074295620903050.

Full text

Abstract:

The mathematics performance of students identified with emotional and behavioral disorders (EBD) is poor. Students identified with EBD require individualized instruction aligned with their unique academic and behavioral needs. One way that teachers can efficiently identify core mathematics deficits and provide individualized instruction is through the effective use of error analysis. In this article, we describe how error analysis can be used to individualize mathematics instruction for students with EBD, providing a case scenario as an exemplar.

APA, Harvard, Vancouver, ISO, and other styles

12

Zirkus, Katelyn J., and Joseph J. Morgan. "Enhancing Self-Determination Skills for Students With Emotional and Behavioral Disorders." Intervention in School and Clinic 55, no. 4 (June 24, 2019): 238–44. http://dx.doi.org/10.1177/1053451219855743.

Full text

Abstract:

Research suggests a potential relationship between self-determination and improved post-school outcomes for students with disabilities. Self-determination represents a particularly relevant variable which deserves increased attention for students with emotional and behavioral disorders (EBD); however, there is no consistent understanding on how to actually design instruction to enhance self-determination for students with EBD. This article offers a person-centered planning system developed for and in collaboration with students with EBD to address such post-school outcomes through the development of youth autonomy and goal-setting.

APA, Harvard, Vancouver, ISO, and other styles

13

Lewis Chiu, Calli, Kelly M. Carrero, and Mandy E. Lusk. "Culturally Responsive Writing Instruction for Secondary Students With Emotional and Behavioral Disorders." Beyond Behavior 26, no. 1 (April 2017): 28–35. http://dx.doi.org/10.1177/1074295617694406.

Full text

Abstract:

Research suggests that teachers often do not adequately prepare students with emotional and behavioral disorders (EBD) to utilize organizational structures and basic writing skills that are necessary to produce cohesive essays. Among the challenges of effectively teaching writing to secondary students with EBD is how to deliver culturally responsive instruction to students who come from a variety of different backgrounds. This article presents specific strategies for infusing culturally responsive practices into scaffolded instruction for teaching written expression to youth with EBD.

APA, Harvard, Vancouver, ISO, and other styles

14

Bettini, Elizabeth, Michelle M. Cumming, Nelson C. Brunsting, John William McKenna, Caitlin Cooper Schneider, Rebecca Muller, and David Peyton. "Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD." Beyond Behavior 29, no. 1 (February 10, 2020): 52–61. http://dx.doi.org/10.1177/1074295620904024.

Full text

Abstract:

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.

APA, Harvard, Vancouver, ISO, and other styles

15

Marsh, Robbie Jordon, Kyle Higgins, Joseph Morgan, Therese M. Cumming, Monica Brown, and Michael McCreery. "Evaluating School Connectedness of Students with Emotional and Behavioral Disorders." Children & Schools 41, no. 3 (June 24, 2019): 153–60. http://dx.doi.org/10.1093/cs/cdz013.

Full text

Abstract:

Abstract School connectedness is the extent to which a student feels that adults and peers at school care about his or her overall well-being. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors. The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them with their general education peers. A questionnaire was created for this study with participants attending elementary, middle, and high schools. The results of the analysis indicated that of the four factors of school connectedness (that is, school bonding, school attachment, school engagement, and school climate), the students with EBD reported significantly lower levels of school bonding than did their general education peers. The results indicate that students with EBD experience school differently than their general education peers, particularly in terms of school bonding.

APA, Harvard, Vancouver, ISO, and other styles

16

Fulk, Barbara M., Frederick J. Brigham, and Darlene A. Lohman. "Motivation and Self-Regulation." Remedial and Special Education 19, no. 5 (September 1998): 300–309. http://dx.doi.org/10.1177/074193259801900506.

Full text

Abstract:

The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

17

Schrauben, Kristen S., and Andrew J. Dean. "Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report." Behavioral Disorders 45, no. 1 (November 25, 2018): 22–28. http://dx.doi.org/10.1177/0198742918808484.

Full text

Abstract:

A multiple-baseline across participants design was used to investigate the effect of the Cover-Copy-Compare (CCC) intervention on multiplication-fact fluency for students with emotional and behavioral disorders (EBD). Although CCC is a well-researched intervention for mathematics, limited research has been conducted with students with EBD even though these students often struggle academically. Results indicate that a functional relation was established between CCC and an improved number of digits correct per minute for multiplication problems for only one of three elementary-age boys with EBD. Tau-U effect sizes ranged from no effect for one participant to a large effect for another participant. The length of the intervention and the initial level of a student’s skills may be related to the effectiveness of CCC for students with EBD and should be explored in future studies.

APA, Harvard, Vancouver, ISO, and other styles

18

Vannest, Kimberly J., Judith R. Harrison, Kimberly Temple-Harvey, Lunda Ramsey, and Richard I. Parker. "Improvement Rate Differences of Academic Interventions for Students With Emotional and Behavioral Disorders." Remedial and Special Education 32, no. 6 (February 26, 2010): 521–34. http://dx.doi.org/10.1177/0741932510362509.

Full text

Abstract:

Academic interventions for students with emotional and behavioral disorders (EBD) is a critical area of practice and one that has not been fully developed by large-scale research. Students with EBD are characterized by an ability to achieve academically but demonstrate a failure to do so. Some research on effective instructional practices for students with EBD does exist, but the predominance of single-case research in this area does not typically demonstrate or report a statistical effect size, making the selection and application of effective instructional strategies sometimes difficult. This article provides a thorough review of the existing research on instructional interventions for students with EBD and calculates effect sizes so that recommending effective instructional practices is more easily accomplished. The authors found 16 “types” of academic interventions and reported the individual and mean improvement rate differences.

APA, Harvard, Vancouver, ISO, and other styles

19

Katsiyannis, Antonis, Timothy J. Landrum, Lyndal Bullock, and Lori Vinton. "Certification Requirements for Teachers of Students with Emotional or Behavioral Disorders: A National Survey." Behavioral Disorders 22, no. 3 (May 1997): 131–40. http://dx.doi.org/10.1177/019874299702200304.

Full text

Abstract:

Service delivery to students with emotional or behavioral disorders (EBD) has been a persistent challenge. These students are grossly underserved despite state and federal efforts intended to improve the quality of programming. The purpose of this study was to investigate state practices as they relate to the availability and nature of certification requirements. Over half of the states reported the existence of certification in EBD, and an analysis of the nature of certification requirements reflected variability regarding the specificity of skill development necessary to serve as a teacher of students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

20

Smith, Stephen W., Daniel V. Poling, Megan R. Worth, Sherry J. Zhou, and Gregory G. Taylor. "Verbal Aggression Among Students With Emotional and Behavioral Disorders: Teacher Perceptions of Harm, Levels of Concern, and Relationship With Certification Status." Journal of Emotional and Behavioral Disorders 28, no. 4 (December 31, 2019): 209–22. http://dx.doi.org/10.1177/1063426619885862.

Full text

Abstract:

Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed 279 first to 12th grade teachers of students with EBD to assess their perceptions about the harmfulness of VA, students’ intent to harm, their concern about the frequency and/or intensity of VA, and concern about types of verbally aggressive messages. We investigated if these perceptions differed when teachers considered students with EBD compared with typical peers and if special education certification related to responsiveness to VA. The majority of teachers reported that VA was either somewhat or very harmful and perceived students with EBD to be just kidding around and not intending to hurt others when perpetrating VA. Compared with noncertified colleagues, certified teachers reported more concern about VA, more intent to harm when students with EBD exhibit VA, and they were more likely than their noncertified counterparts to report the use of a structured intervention/curriculum to reduce VA. We discuss implications for special education teacher preparation and offer suggestions for further research.

APA, Harvard, Vancouver, ISO, and other styles

21

Hunter, William, Robert L. Williamson, Andrea D. Jasper, Laura Baylot Casey, and Clinton Smith. "Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders." Journal of International Special Needs Education 20, no. 2 (December 1, 2017): 67–78. http://dx.doi.org/10.9782/2159-4341-20.2.67.

Full text

Abstract:

Abstract Researchers have found that English teachers in the United States of America (USA) perceive providing writing instruction to students with emotional behavioral disorders (EBD) as a difficult task. This could be associated with the fact that students with EBD often work below skill level in the content area of writing compared to same age peers. Researchers continue to investigate interventions to increase academic outcomes for students with EBD. Utilizing a single case design, three middle school students with EBD were observed in a self-contained classroom to determine the effects of a traditional and technology based self-monitoring intervention focused on decreasing student off-task behaviors while increasing scores on writing assignments. The study took place in an urban school district within the Southeastern region of the USA. Results indicated that the first two intervention phases were equally as effective at reducing off-task behaviors. Additionally, the third intervention phase led to decreased off-task behaviors and increased writing scores for all students compared to the previous two phases. Social validity assessments indicated that the self-monitoring interventions were useful and relevant for teachers and students with EBD in the self-contained setting. Implications for teachers and educational researchers are discussed within this article.

APA, Harvard, Vancouver, ISO, and other styles

22

Harvey, Virginia Smith. "Educators' Perceptions of Effectiveness of Programs for Students with Emotional and Behavioral Disorders." Behavioral Disorders 21, no. 3 (May 1996): 205–15. http://dx.doi.org/10.1177/019874299602100305.

Full text

Abstract:

Perceptions of staff in self-contained programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training were compared with perceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. As self-contained programs for children with EBD became well-established, parent/school relationships noticeably improved. Even when relatively new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well established self-contained programs were perceived as superior to relatively new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, students with EBD were perceived as making moderate progress and as being moderately aggressive.

APA, Harvard, Vancouver, ISO, and other styles

23

Bettini, Elizabeth, Jun Wang, Michelle Cumming, Jenna Kimerling, and Sarah Schutz. "Special Educators’ Experiences of Roles and Responsibilities in Self-Contained Classes for Students With Emotional/Behavioral Disorders." Remedial and Special Education 40, no. 3 (April 4, 2018): 177–91. http://dx.doi.org/10.1177/0741932518762470.

Full text

Abstract:

Cultivating and retaining special educators competent to serve students with emotional and behavioral disorders (EBDs) has proven persistently difficult. Improving educational systems’ capacity to meet this challenge will require better understanding of the roles special educators in these settings should be prepared for and supported to fulfill. The purpose of this qualitative investigation was to explore how four special educators in self-contained classes for students with EBD defined and experienced their roles. We found that teachers defined their primary roles as promoting students’ behavioral and academic growth; however, they also described experiencing dissonance between their ideal roles and their actual daily work. This dissonance was evident in two respects. First, extra responsibilities and emergent responsibilities occupied substantial energy. Second, social and material contexts often facilitated their behavioral role but less often supported their academic role. Findings have implications for improving the quality of the teacher workforce in self-contained settings for students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

24

Novak, Abigail, Daniel Poling, Rebecca Muller, and David Peyton. "Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2." Behavioral Disorders 46, no. 1 (December 14, 2019): 29–41. http://dx.doi.org/10.1177/0198742919894288.

Full text

Abstract:

Using data from the National Longitudinal Transition Study 2 (NLTS2), we examined risk and protective factors associated with post-secondary outcomes among youth with emotional and behavioral disorders (EBD). Results indicate that, compared to their male peers, females with EBD demonstrated higher levels of social and behavioral skills and higher grades. We also discovered discrepancies between teacher reports and female students’ self-reports of academic, social, and behavioral competencies, suggesting females with EBD underestimate their own skills or that teachers are not fully aware of these students’ areas of difficulty. We discuss implications of these results related to existing prevention and intervention strategies for females with EBD.

APA, Harvard, Vancouver, ISO, and other styles

25

Kuo, Nai-Cheng, Loretta Aniezue, Ashley Herzberg, Stephanie Cruz, and Olivia Rodriguez. "Academic and Behavioral Interventions for Students with Emotional and Behavioral Disorders (EBD): A Systematic Review." Journal of Studies in Education 8, no. 2 (April 9, 2018): 1. http://dx.doi.org/10.5296/jse.v8i2.12802.

Full text

Abstract:

Teachers who work with students with emotional and behavioral disorders (EBD) play a vital role in public education, but they often experience a wide range of challenges when working with this group of students. To improve the quality of instruction for students with EBD, teachers not only need to equip themselves with a repertoire of up-to-date evidence-based practices, but also know the limitations of these practices. Through a systematic review of empirical studies published in peer-reviewed journals between 2006 and early 2018, this study reviews and discusses practical teaching and research implications on serving and supporting students with EBD in public education.

APA, Harvard, Vancouver, ISO, and other styles

26

Didion, Lisa Anne, Jessica R. Toste, and Joseph H. Wehby. "Response Cards to Increase Engagement and Active Participation of Middle School Students With EBD." Remedial and Special Education 41, no. 2 (September 23, 2018): 111–23. http://dx.doi.org/10.1177/0741932518800807.

Full text

Abstract:

This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as students with EBD tend to have lower academic achievement compared with their peers and have shown a marked decline particularly in mathematics performance as they move from the elementary into secondary grades. When students have increased opportunities to respond (OTR)—through methods such as response cards—they are more likely to be engaged with and actively participate in instruction. In the baseline phase, students participated by traditional hand-raising. The intervention phase introduced the use of response cards. Visual analyses reveal that response cards increased the engagement of all participants. Findings were translated into the between-case standardized mean difference effect size estimates and the effect size was 1.3, suggesting that response cards may be an inexpensive and easily implemented method for increasing OTR for students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

27

Morris, Jared R., Douglas D. Dexter, and William Hunter. "Using Guided Practice for Students With EBD Within Explicit Instruction." Beyond Behavior 30, no. 2 (June 24, 2021): 64–71. http://dx.doi.org/10.1177/10742956211021616.

Full text

Abstract:

Guided practice within explicit instruction has been shown to be an effective method for teaching academic and behavioral skills to students with emotional and behavioral disorders (EBD). The support provided through guided practice allows students to acquire new skills confidently and successfully. This article provides practitioners of students with and at risk for EBD steps for incorporating guided practice into their instructional routine.

APA, Harvard, Vancouver, ISO, and other styles

28

Nordness, Philip D., Jessica L. Hagaman, Rebecca Herskovitz, and Elizabeth Leader-Janssen. "POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders." Journal of Education and Learning 8, no. 4 (June 13, 2019): 32. http://dx.doi.org/10.5539/jel.v8n4p32.

Full text

Abstract:

In the area of written expression, students with emotional and behavioral disorders (EBD) typically perform one to two grades below their same age, non-disabled peers. Unfortunately, there is a lack of research on writing interventions to improve these outcomes. The purpose of this study was to examine the effect of a persuasive writing strategy called POWER UP to improve the quality of persuasive essays for secondary students with EBD. The results suggest that a mnemonic strategy based on the Self-Regulated Strategy Development Model (SRSD) can improve the quality of persuasive writing essays for secondary students with EBD.

APA, Harvard, Vancouver, ISO, and other styles

29

Wenger, Christa, Sara Lyn Crump, Jessica LaFollette, and Megan Kurtz. "Explorations of Family-school Relationships Regarding Children with RAD and/or EBD: A Review of Relevant Literature from 1995-2016." Open Family Studies Journal 9, no. 1 (October 10, 2017): 111–21. http://dx.doi.org/10.2174/1874922401709010111.

Full text

Abstract:

Background: School and family interactions that include a focus on students from all backgrounds and ability levels are crucial for promoting students’ social, academic, and behavioral success. Specifically, it is important that educators and other stakeholders focus on developing effective interactions with the families of students who have Emotional and Behavioral Disorders (EBD) or Reactive Attachment Disorder (RAD). Objective: The aim of this study is to gain an understanding of the relationships between schools and the families of students with EBD or RAD as represented in published research. Another goal of this study is to understand whether these relationships have changed over time (1995-present). Method: This investigation sought to find empirical studies concerning relationships between schools and the families of students with EBD or RAD. The researchers divided the 1995-2016 time period into five- to-six-year increments and then searched for qualitative articles using agreed upon search terms. The authors used mainly the ERIC database from which to conduct their initial search. Results: There were 11 qualitative studies reviewed for this article. The articles were summarized and discussed according to two categories: “Families of Children with RAD” and “Families of Children with EBD.” Among these studies, three themes emerged in response to the research question: “The Importance of Caregivers,” “Family and School Communication,” and “Support Systems and Interventions.” These themes revealed critical ideologies regarding persons diagnosed with RAD or EBD and their family-school partnerships. Further, this review of literature indicates qualitative studies involving students with RAD or EBD in connection with family-school ties are limited, although a significant amount of literature exists regarding school-family ties. Conclusion: More qualitative studies are needed involving students with RAD and/or EBD and the connection to family-school relationships. The reviewed articles indicated that family-school partnerships depend on the landscape of the school system. Communication from the families to the schools and vice versa is important for persons with RAD or EBD diagnoses, as well as interventions and support systems. While this review does help to better understand these family–school partnerships, educators would benefit from additional studies during this time of the Common Core State Standards, increased accountability, inclusion, and high–stakes testing.

APA, Harvard, Vancouver, ISO, and other styles

30

Knowles, Christen, Christopher Murray, Jeff Gau, and Jessica R. Toste. "Teacher–Student Working Alliance Among Students With Emotional and Behavioral Disorders." Journal of Psychoeducational Assessment 38, no. 6 (September 13, 2019): 753–61. http://dx.doi.org/10.1177/0734282919874268.

Full text

Abstract:

Children with emotional and behavioral disorders (EBD; N = 182) and their teachers ( N = 76) completed an instrument designed to assess the quality of their classroom working alliance. Confirmatory factor analyses conducted on student and teacher data, based on prior research conducted with normative samples, confirmed a two-factor model of classroom working alliance among students with EBD and their teachers. Follow-up analyses of student and teacher scores on items and constructs indicated that students reported greater bonding and greater task/goal alliance than did their teachers. This finding suggests that students with EBD had more positive views of their relationship than did teachers. The implications of these findings for future research are discussed.

APA, Harvard, Vancouver, ISO, and other styles

31

Yell, Mitchell L. "Clyde K. and Sheila K. v. Puyallup School District the Courts, Inclusion, and Students with Behavioral Disorders." Behavioral Disorders 20, no. 3 (May 1995): 179–89. http://dx.doi.org/10.1177/019874299502000308.

Full text

Abstract:

Currently, one of the most controversial topics in education is the movement toward full inclusion of students with disabilities. Recent federal circuit courts have issued rulings which seem to favor a full inclusion position. These cases, however, involved the inclusion of students with moderate mental disabilities who did not present significant behavior management problems to their teachers. The relevance for students with emotional and behavior disorders (EBD) has been, therefore, uncertain. In late 1994, the U.S. Court of Appeals for the Ninth Circuit issued a ruling in Clyde K. and Sheila K. v. Puyallup School District. This decision involved the inclusion of a student with emotional and behavior disorders in the general education classroom. The ruling, in favor of the school district, was a departure from a recent string of decisions for plaintiffs seeking full inclusion and indicated that a significant factor in making placement decisions for students with EBD is the effect of the student's behavior on classmates and the educational environment. This article will review the legal basis of inclusion, examine the case law, and offer principles extrapolating from these cases regarding students with EBD and inclusion.

APA, Harvard, Vancouver, ISO, and other styles

32

Watts, Gavin W., Diane Pedrotty Bryant, and Megan L. Carroll. "Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature." Behavioral Disorders 44, no. 3 (May 31, 2018): 131–47. http://dx.doi.org/10.1177/0198742918771914.

Full text

Abstract:

The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional–behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring model; the extent to which students with EBD can effectively serve as cross-age tutors (i.e., fidelity of implementation and tutees’ improvement); the extent to which the model was effective in promoting desired academic and/or social–emotional–behavioral outcomes for tutees and tutors with EBD; the generalization, maintenance, and social validity of the effects; and the overall methodological quality and rigor of the included studies. Findings showed common training and instructional components across interventions and that tutors with EBD can implement cross-age tutoring procedures with fidelity. The cross-age model was shown to be effective in promoting academic and social–behavioral skills for the tutees as well as the tutors. Evidence for effectiveness in improving self-concept and attitude of the tutor with EBD was inconsistent. Implications and future research considerations are discussed.

APA, Harvard, Vancouver, ISO, and other styles

33

Freeman, Jennifer, Mitchell L. Yell, James G. Shriner, and Antonis Katsiyannis. "Federal Policy on Improving Outcomes for Students With Emotional and Behavioral Disorders: Past, Present, and Future." Behavioral Disorders 44, no. 2 (November 28, 2018): 97–106. http://dx.doi.org/10.1177/0198742918814423.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with disabilities are included in schools, (b) requiring schools to meet the unique needs of learners, and (c) providing funding to support the development and implementation of evidence-based practices. Our purpose in this article is to examine the progress and challenges related to the development of federal policy supports for students with EBD, and to offer recommendations to help guide the future development of policy. Specifically, we (a) recognize the important developments of the last 30 years in policy protections and funding for students with EBD, (b) identify current challenges and emerging opportunities in several areas related to the identification and support of students with EBD, and (c) offer policy recommendations related to strengthening the use of the functional assessment and personnel capacity development.

APA, Harvard, Vancouver, ISO, and other styles

34

Mulcahy, Candace A., Michael P. Krezmien, and Jason Travers. "Improving Mathematics Performance Among Secondary Students With EBD." Remedial and Special Education 37, no. 2 (April 23, 2015): 113–28. http://dx.doi.org/10.1177/0741932515579275.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Vaughn, Sharon, Shari Levy, Maggie Coleman, and Candace S. Bos. "Reading Instruction for Students with LD and EBD." Journal of Special Education 36, no. 1 (May 2002): 2–13. http://dx.doi.org/10.1177/00224669020360010101.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Yeager, Kristopher Hawk. "Social Capital Considerations in Transition for Students With Emotional and Behavioral Disabilities." Intervention in School and Clinic 54, no. 2 (April 4, 2018): 83–88. http://dx.doi.org/10.1177/1053451218765275.

Full text

Abstract:

Students with emotional and behavioral disabilities (EBD) continue to have poor transition outcomes despite the continued advancement of evidence-based transition planning practices. Strategies tailored to the specific needs of students with EBD must be researched and disseminated to practitioners. A social capital approach to transition planning for students with EBD is one way to target this population. Social capital, or the power of relationships and networks to provide resources and support, has been linked to improved academic, employment, and independent living outcomes. This article (a) defines social capital as it relates to relationships, networks, and social skills, (b) presents steps for a social capital approach to transition, and (c) discusses a graphic organizer to assist students and transition teams to track social capital over time.

APA, Harvard, Vancouver, ISO, and other styles

37

Melloy, Kirstine J., and Francie R. Murry. "A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities." World Journal of Education 9, no. 5 (October 25, 2019): 113. http://dx.doi.org/10.5430/wje.v9n5p113.

Full text

Abstract:

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

APA, Harvard, Vancouver, ISO, and other styles

38

Schoenfeld, Naomi A., and Sarup R. Mathur. "Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety." Behavioral Disorders 34, no. 4 (August 2009): 184–95. http://dx.doi.org/10.1177/019874290903400401.

Full text

Abstract:

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.

APA, Harvard, Vancouver, ISO, and other styles

39

Caldarella, Paul, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps, and Joseph H. Wehby. "Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders." Journal of Positive Behavior Interventions 20, no. 2 (August 14, 2017): 78–89. http://dx.doi.org/10.1177/1098300717723353.

Full text

Abstract:

Students with deficits in social skills have been found to experience both short- and long-term problems, including interpersonal conflicts and academic difficulties. These problems are compounded for students with emotional and behavioral disorders (EBD). Classwide function-related intervention teams (CW-FIT), a multitiered classroom management program, has been shown to be effective in increasing on-task behavior and decreasing disruptive behavior of students at risk for EBD. The present study examined the effects of CW-FIT on teachers’ ratings of students’ social skills, problem behaviors, and academic competence. A randomized control trial was completed with 160 elementary school teachers located in 19 schools across three states. Teachers completed rating scales on 350 students identified as at risk for EBD, for whom consent had been obtained. After being randomly assigned to treatment or control conditions, CW-FIT was implemented for approximately 4 months in treatment classrooms, after which teachers completed posttest ratings on all students. CW-FIT implementation was associated with significantly improved teacher ratings of social skills and academic competence for students at risk for EBD, but no significant changes in teacher ratings of student problem behaviors were found. Higher fidelity of CW-FIT implementation was associated with improved outcomes. Implications, limitations, and areas for future research are addressed.

APA, Harvard, Vancouver, ISO, and other styles

40

Schlein, Candace, and Raol J. Taft. "Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues." Open Family Studies Journal 9, no. 1 (October 10, 2017): 90–94. http://dx.doi.org/10.2174/1874922401709010090.

Full text

Abstract:

Background: Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective: This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method: Qualitative research was employed to consider this topic across included special issue articles. Conclusion: A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.

APA, Harvard, Vancouver, ISO, and other styles

41

Garwood, Justin D., John W. McKenna, and Stephen Ciullo. "Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders." Beyond Behavior 29, no. 1 (January 19, 2020): 6–17. http://dx.doi.org/10.1177/1074295619900380.

Full text

Abstract:

Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

APA, Harvard, Vancouver, ISO, and other styles

42

Runnheim, Veronica A., William R. Frankenberger, and Michael N. Hazelkorn. "Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey." Behavioral Disorders 21, no. 4 (August 1996): 306–14. http://dx.doi.org/10.1177/019874299602100405.

Full text

Abstract:

Three-hundred and ninety-six teachers of students with emotional and behavioral disorders (EBD) in Wisconsin provided information about 1,300 students in their classes who were receiving medication for treatment of Attention Deficit Hyperactivity Disorder (ADHD). Results of the survey revealed that 40% of elementary school, 32% of middle/junior high school, and 15% of high school students with EBD were identified as having ADHD and were being treated for it with medication. The teachers reported that the most common types of medication were Ritalin (66%), Dexedrine (11 %), Cylert (7%), and Imipramine (5%). The most frequent morning dosage for Ritalin and Dexedrine was 10 mgs. Teachers of students with EBD did not believe that ADHD was under-diagnosed, and they did believe that medication effectively reduced maladaptive behavior.

APA, Harvard, Vancouver, ISO, and other styles

43

Lloyd, Blair P., Allison L. Bruhn, Kevin S. Sutherland, and Catherine P. Bradshaw. "Progress and Priorities in Research to Improve Outcomes for Students With or at Risk for Emotional and Behavioral Disorders." Behavioral Disorders 44, no. 2 (October 30, 2018): 85–96. http://dx.doi.org/10.1177/0198742918808485.

Full text

Abstract:

The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit the PHWG’s calls to the field with an emphasis on setting a research agenda related to children and youth with EBD. As a follow-up to the problems and promises identified by the PHWG, we identify progress and priorities for each of their six calls for research to improve outcomes for students with EBD. We address the broader context underlying each recommendation and how it has changed over time, describe research progress to date, and identify priorities to move the field forward. The overarching goal of this article is to inform and help shape the next phase of research on EBD, which in turn will advance the implementation and scale-up of effective programs and practices to better meet the needs of students with EBD in schools.

APA, Harvard, Vancouver, ISO, and other styles

44

McKenna, John William, and Elizabeth Bettini. "Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders." Beyond Behavior 27, no. 2 (May 31, 2018): 74–81. http://dx.doi.org/10.1177/1074295618779374.

Full text

Abstract:

Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions.

APA, Harvard, Vancouver, ISO, and other styles

45

Gunter, Philip L., and R. Kenton Denny. "Research Issues and Needs regarding Teacher use of Classroom Management Strategies." Behavioral Disorders 22, no. 1 (November 1996): 15–20. http://dx.doi.org/10.1177/019874299602200102.

Full text

Abstract:

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

APA, Harvard, Vancouver, ISO, and other styles

46

Taylor, Jonté C., and Benjamin S. Riden. "Practice Strategies and Considerations to Promote Maintenance and Generalization." Beyond Behavior 30, no. 2 (June 18, 2021): 72–84. http://dx.doi.org/10.1177/10742956211021502.

Full text

Abstract:

Performing newly acquired skills over time (i.e., maintenance) and across settings and stimuli (i.e., generalization) is central to what students need to accomplish in preparation for life beyond the classroom. Students, including those with emotional and behavioral disorders (EBD), need opportunities to practice for the purposes of maintaining and generalizing skills. With practice, students develop the ability to perform skills adequately under appropriate conditions. This article details ways to teach and get students with EBD to practice generalization and maintenance of newly acquired skills.

APA, Harvard, Vancouver, ISO, and other styles

47

Garwood, Justin D., and Lynne Vernon-Feagans. "Classroom Management Affects Literacy Development of Students With Emotional and Behavioral Disorders." Exceptional Children 83, no. 2 (July 30, 2016): 123–42. http://dx.doi.org/10.1177/0014402916651846.

Full text

Abstract:

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their academic performance. The current study examined the quality of classroom management from kindergarten through third grade experienced by children who were rated as exhibiting symptoms of emotional and behavioral disorders (EBD) in the classroom to understand the cumulative effects in relationship to third-grade reading performance. Results indicated that higher-quality classroom management in the first 4 years of school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected by the quality of teachers’ classroom management during this same time. Practitioner implications and future research needs are discussed.

APA, Harvard, Vancouver, ISO, and other styles

48

Van Loan, Christopher L., and Justin D. Garwood. "Facilitating High-Quality Relationships for Students With Emotional and Behavioral Disorders in Crisis." Intervention in School and Clinic 55, no. 4 (June 20, 2019): 253–56. http://dx.doi.org/10.1177/1053451219855740.

Full text

Abstract:

Teaching students who exhibit emotional and behavioral disorders (EBD) can be challenging and requires conscious and insightful strategies to be aware of how teachers interact with their students. An emphasis on high-quality relationships between teachers and students can ameliorate some of the challenges in teaching students with EBD, resulting in a more enjoyable experience for both parties. In the column, the utility of relationship-building as a preventive measure to help decrease the occurrence of crisis behaviors is discussed. Strategies before, during, and after crisis to assist in facilitating high-quality relationships are presented.

APA, Harvard, Vancouver, ISO, and other styles

49

Garwood, Justin D., and Abby A. Ampuja. "Inclusion of Students With Learning, Emotional, and Behavioral Disabilities Through Strength-Based Approaches." Intervention in School and Clinic 55, no. 1 (May 7, 2018): 46–51. http://dx.doi.org/10.1177/1053451218767918.

Full text

Abstract:

As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and instead use strengths-based thinking. This column explains the meaning of growth mindset theory and includes a rationale that explains why this approach may be particularly beneficial for students with LD and EBD. A brief review of past studies investigating the use of growth mindset that highlights the positive potential of this inexpensive, easy-to-implement approach is presented. Finally, a nine-step process for incorporating a growth mindset into the inclusive classroom setting is provided and tools to be used by teachers working with students with LD and EBD are included.

APA, Harvard, Vancouver, ISO, and other styles

50

Scott, Terrance M., and Jonathan L. Burt. "The Continuing Evolution of a Science for Students With Behavioral Disorders: Who, What, When, Where, and How." Rural Special Education Quarterly 37, no. 3 (April 3, 2018): 132–39. http://dx.doi.org/10.1177/8756870518764381.

Full text

Abstract:

Teachers report that students with emotional and behavioral disorders (EBD) present challenges that are among the greatest they face on a daily basis. Research, however, clearly shows that teachers routinely receive little or no training in how to effectively work with students with challenging behaviors. This is particularly frustrating when considering the advances that have been made in the effective treatment of misbehavior. This article summarizes the evolution of a science for students with EBD in the context of the following questions: (a) Who is the subject of the science? (b) What intervention strategies yield the best results? (c) When should practitioners intervene? (d) Where is the least restrictive environment for students with EBD? and (e) How can schools best manage and implement the various components of successful interventions? A discussion of predictions and concerns for the future is provided to end the article.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Students With EBD'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles