Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Source
| Behavior in Our Schools | 1 |
| Educational Leadership | 1 |
| Focus on Exceptional Children | 1 |
| Intervention in School and… | 1 |
| Performance Improvement | 1 |
| Preventing School Failure | 1 |
| Psychology in the Schools | 1 |
Author
| Ambra L. Green | 1 |
| Baker, Sonia | 1 |
| Bauer, Anne M. | 1 |
| Chu, Szu-Yin | 1 |
| Kerr, Mary Margaret | 1 |
| Kimberly J. Selders | 1 |
| Lee, William W. | 1 |
| Mara E. Power | 1 |
| Mya H. Kelley | 1 |
| Petty, Ray | 1 |
| Ruth, William J. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Descriptive | 2 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
| Reports - Evaluative | 1 |
Education Level
| Secondary Education | 2 |
| High Schools | 1 |
Audience
| Administrators | 1 |
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkMara 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
Chu, Szu-Yin; Baker, Sonia – Preventing School Failure, 2015
Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…
Descriptors: High School Students, Emotional Disturbances, Behavior Problems, Behavior Disorders
Lee, William W. – Performance Improvement, 2006
According to an April 2006 issue of "HealthDay News," an online medical advisory newsletter, "an Obsessive-Compulsive Disorder is characterized by an unusually high level of concern or anxiety about a particular subject. It is believed to be caused by a brain abnormality that affects the way information is processed." Using this disorder as an…
Descriptors: Intervention, Behavior Disorders, Anxiety, Brain
Peer reviewedRuth, William J. – Psychology in the Schools, 1996
Goal setting and behavior contracting were combined for students with emotional and behavioral difficulties in a public elementary school. Attainment rates for 43 special education students were analyzed over 5 years. Results indicate high and consistent attainment percentages for contract goals. Findings suggests behavior contracting and goal…
Descriptors: Behavior Disorders, Behavioral Objectives, Elementary Education, Elementary School Students
Peer reviewedPetty, Ray – Educational Leadership, 1989
The Special Education Learning Center in Hartford, Connecticut, successfully teaches students with serious behavioral disorders. The program features a behavioral curriculum, built around rewards, punishments, a fully supervised setting, collegial support, and physical intervention. (TE)
Descriptors: Behavior Change, Behavior Disorders, Behavior Modification, Behavior Standards
Peer reviewedBauer, Anne M.; Shea, Thomas M. – Focus on Exceptional Children, 1988
The article reviews broad characteristics of levels systems, classroom structures consisting of four to six levels of behavioral, academic, and social expectations and the criteria for moving from one level to another. Three sample systems are presented along with step-by-step procedures for developing a levels system for behavior disordered…
Descriptors: Academic Achievement, Behavior Disorders, Behavior Modification, Behavioral Objectives
Kerr, Mary Margaret – Behavior in Our Schools, 1987
Among views expressed are that teacher expectations influence the perception of progress in behavior disordered students. Differences in perception of child behavior are a rich source of information. Selection of behavioral targets is as important as how they are assessed. Educational practices have not kept up with current technology or research.…
Descriptors: Behavior Disorders, Behavioral Objectives, Educational Practices, Elementary Secondary Education
