Publication Date
| In 2025 | 0 |
| Since 2024 | 5 |
Descriptor
Source
| Beyond Behavior | 1 |
| Excelsior: Leadership in… | 1 |
| Intervention in School and… | 1 |
| Journal of Emotional and… | 1 |
| Race, Ethnicity and Education | 1 |
Author
| Ambra L. Green | 1 |
| Anne Crampton | 1 |
| Ashley Shaw | 1 |
| Christopher T. H. Liang | 1 |
| Danica Moise | 1 |
| Devon Carter | 1 |
| Fanica Young | 1 |
| Jennifer Freeman | 1 |
| Kimberly J. Selders | 1 |
| Lee Kern | 1 |
| Lindsay Romano | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Evaluative | 5 |
Education Level
| Secondary Education | 2 |
| Elementary Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
Audience
| Teachers | 1 |
Location
Laws, Policies, & Programs
| Individuals with Disabilities… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkAshley Shaw; Robin Parks Ennis – Beyond Behavior, 2024
Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to…
Descriptors: Fractions, Mathematics Skills, Mathematical Concepts, Students with Disabilities
Mara E. Power; Mya H. Kelley; Kimberly J. Selders; Ambra L. Green – Intervention in School and Clinic, 2024
Students of color, especially Black males identified as having emotional behavior disorders (EBD), are overrepresented in exclusionary practices. Exclusionary practices, such as in-school suspension, out-of-school suspension, and expulsion, negatively impact academic and social-emotional-behavioral outcomes for all students, especially students…
Descriptors: Evidence Based Practice, Racial Differences, Males, Blacks
Tracey Pyscher; Anne Crampton – Race, Ethnicity and Education, 2024
We explore discourses about social emotional learning (SEL) and trauma-informed practices (TIP) as school interventions in response to resistance from students and guardians. We analyze an illustrative example and one data source that casts light on the deficit impact of SEL and TIP discourses on both teacher/school practices and children and…
Descriptors: Resistance (Psychology), Trauma Informed Approach, Social Emotional Learning, Intervention
Christopher T. H. Liang; Sarah A. Rosati; Matthew Fluharty; Rachel Gabrilowitz; Devon Carter; Vivian Mui; Lee Kern; Jennifer Freeman – Journal of Emotional and Behavioral Disorders, 2024
Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately…
Descriptors: Emotional Disturbances, Behavior Disorders, At Risk Persons, Minority Groups
Sharde Theodore; Lindsay Romano; Fanica Young; Danica Moise; Tahnee Wilder – Excelsior: Leadership in Teaching and Learning, 2024
School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD).…
Descriptors: At Risk Students, Emotional Disturbances, Behavior Disorders, Prosocial Behavior
