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An Examination of the Feasibility and Implementation Fidelity of a Multi-Component Treatment Program for Students with EBD
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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 Technology-Based Self-Monitoring Intervention for Secondary Students with High-Incidence Disabilities
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Kumm, Skip; Talbott, Elizabeth; Jolivette, Kristine – Journal of Special Education Technology, 2021
Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…
Descriptors: Students with Disabilities, Self Management, Intervention, Educational Technology
Comparing Social, Emotional, and Behavioral Health Risks among Youth Attending Public versus Parochial Schools
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Waasdorp, Tracy E.; Berg, Juliette; Debnam, Katrina J.; Stuart, Elizabeth A.; Bradshaw, Catherine P. – Journal of School Violence, 2018
Parochial schools are assumed to provide better social and academic experiences; however, few studies account for selection bias when comparing with public schools. This study contrasted public versus parochial schools using propensity score matching across a range of outcomes (e.g., perceptions of school, emotional symptoms, substance use,…
Descriptors: Risk, Parochial Schools, Symptoms (Individual Disorders), Mental Health
Schoolwide Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and Social Validity of Tier 1 Implementation
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Farkas, Melanie S.; Simonsen, Brandi; Migdole, Scott; Donovan, Mary E.; Clemens, Katharine; Cicchese, Victor – Journal of Emotional and Behavioral Disorders, 2012
The paucity of research investigating the effectiveness of universal behavioral strategies for supporting students in alternative educational settings is of great concern. However, a growing literature base supporting schoolwide positive behavioral support interventions (SWPBS) has been encouraging. This program evaluation provides additional…
Descriptors: Outcome Measures, Outcomes of Education, Validity, Behavior Modification
Employers' Perceptions of Transition Programming for Students with Emotional Disturbances
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Walsh, Maureen P. – Journal of Employment Counseling, 2010
This qualitative study compiled input from employers (N = 7) participating in a program geared to prepare high school students with emotional disturbances for post-high-school employment situations. Data were collected through open-ended interviews related to 4 research questions and analyzed through thematic and comparative analysis. Results…
Descriptors: Emotional Disturbances, Program Implementation, Comparative Analysis, Employment
An Analysis of Placement and Exit Patterns of Students with Emotional or Behavioral Disorders
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Landrum, Timothy; Katsiyannis, Antonis; Archwamety, Teara – Behavioral Disorders, 2004
The authors analyzed student data from the U.S. Department of Education's "Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act" to asses patterns and trends in the educational placement of students with emotional or behavioral disorders (E/BD), as well as their means of school exit and the…
Descriptors: Behavior Disorders, Student Placement, Emotional Disturbances, Annual Reports