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Direct linkElizabeth Bettini; Michelle M. Cumming; Alexandra A. Lauterbach; Hannah Morris Mathews – Remedial and Special Education, 2025
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals' support, yet prior research has not explored principals' roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five U.S. elementary school principals about their roles in supporting…
Descriptors: Principals, Administrator Attitudes, Administrator Role, Students with Disabilities
Rasheida K. Ross – ProQuest LLC, 2024
The problem addressed in this study was that there is a lack of knowledge about middle school special education teachers' perceptions on the benefits of social emotional learning (SEL) strategies for improving the behavior of students with emotional behavior disorder (EBD) in a self-contained setting. Comer's concepts on social learning served as…
Descriptors: Teacher Attitudes, Social Emotional Learning, Behavior Disorders, Emotional Disturbances
Elizabeth Bettini; Michelle M. Cumming; Alexandra A. Lauterbach; Hannah Morris Mathews – Grantee Submission, 2024
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals' support, yet prior research has not explored principals' roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting…
Descriptors: Principals, Administrator Role, Students with Disabilities, Emotional Disturbances
Lifen Li – ProQuest LLC, 2024
This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers…
Descriptors: Teacher Attitudes, Student Behavior, Behavior Disorders, Self Contained Classrooms
Peyton A. Johnstone; Paul Caldarella; Christian V. Sabey; Howard P. Wills – Journal of Positive Behavior Interventions, 2025
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…
Descriptors: Student Behavior, Self Contained Classrooms, Students with Disabilities, Emotional Disturbances
Allison M. Kroesch; Sarah Southall; Nancy Welsh-Young; Katherine N. Peeples – Behavioral Disorders, 2024
Paraprofessionals play a significant role in the education system. However, they often need more training on specific instructional strategies to use with the students they work with. In this study, we trained two paraprofessionals working in a self-contained U.S. elementary classroom for students with high-intensity behavioral support needs. Each…
Descriptors: Paraprofessional School Personnel, Self Contained Classrooms, Teaching Methods, Elementary Education
Rondy Yu; Wesley A. Sims – Preventing School Failure, 2024
The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…
Descriptors: Feasibility Studies, Program Implementation, Fidelity, Emotional Disturbances
A School-Based Cognitive-Behavioral Intervention for Students with Emotional or Behavioral Disorders
Skyler McCain – ProQuest LLC, 2024
Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…
Descriptors: Cognitive Restructuring, Behavior Modification, Student Attitudes, Therapy
