Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad…

Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL) and literacy instruction, to promote language supported self-regulation, specifically for primary…

Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals' skills in identifying…

The purpose of this study was to determine how trauma-informed approaches in an urban elementary school art room can foster empowerment in students who have been exposed to trauma and have developed Emotional and/or Behavioral Disorders. I implemented a pedagogy focused on promoting empowerment through art making, then collected data on the…

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…