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Angela Tuttle Prince – Intervention in School and Clinic, 2024
A transition-age youth with an Individualized Education Program (IEP) has the right to a free, appropriate public education that includes postsecondary transition planning and services. Because students with emotional-behavioral disorders (EBD) experience adverse outcomes during and after high school, they may benefit from a transition-focused…
Descriptors: Educational Legislation, Equal Education, Students with Disabilities, Federal Legislation
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Hurless, Nicole; Kong, Na Young – Intervention in School and Clinic, 2021
The American School Counselor Association (ASCA) requires that school counselors engage with and advocate for students with emotional and behavioral disorders (EBD), in addition to requiring competency in counseling culturally and linguistically diverse (CLD) students. However, few publications have called for increased attention to the…
Descriptors: Trauma, Cultural Differences, Minority Group Students, Special Needs Students
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Cumming, Therese M.; O'Neill, Sue C. – Intervention in School and Clinic, 2019
Students receiving behavioral supports in the third tier of the schoolwide positive behavioral interventions and supports (SWPBIS) framework are often identified as having emotional and behavior disabilities. Although educators implement evidence-based practices with fidelity, these practices are not always effective in supporting students with…
Descriptors: Data Use, Behavior Disorders, Emotional Disturbances, Intervention
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Cheney, Douglas – Intervention in School and Clinic, 2012
Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…
Descriptors: Transitional Programs, Individualized Instruction, Individualized Education Programs, Individualized Programs
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Ochoa, Theresa A. – Intervention in School and Clinic, 2016
Collaboration between special educators and transition coordinators is important to lower recidivism rates among juvenile offenders with disabilities. This column provides best practice transition guidelines and urges special education teachers, special education coordinators, and transition coordinators in juvenile correctional facilities to…
Descriptors: Recidivism, Delinquency, Correctional Institutions, Special Education Teachers
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Downing, Joyce Anderson – Intervention in School and Clinic, 1990
This article presents answers to common questions about use of contingency contracts for behavior management with students needing individualized programs in academic or social-emotional areas. A methodological format for developing contracts, a planning worksheet, and a sample contract are included. (DB)
Descriptors: Behavior Disorders, Behavior Modification, Contingency Management, Elementary Secondary Education
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Bryant, Diane P.; Barrera, Manuel – Intervention in School and Clinic, 2009
"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best…
Descriptors: Student Needs, Intervention, General Education, Educational Objectives
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Nickles, James L.; And Others – Intervention in School and Clinic, 1992
This study examined the categories of objectives in the Individualized Education Programs of children with behavior disorders, learning disabilities, or mild mental retardation in five states. The study found differences among disability groups in objective categories (academic, career/vocational, behavior, and basic living skills) but less…
Descriptors: Behavior Disorders, Educational Needs, Elementary Secondary Education, Individualized Education Programs
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Buck, Glenn H.; Polloway, Edward A.; Kirkpatrick, Michael A.; Patton, James R.; Fad, Kathy McConnell – Intervention in School and Clinic, 2000
This article discusses legal requirements for developing functional behavioral assessment and behavioral intervention plans, especially as they pertain to disciplinary actions. This discussion is followed by an outline of elements related to behavioral intervention planning with specific guidelines for school personnel who seek to put such plans…
Descriptors: Behavior Disorders, Behavior Modification, Compliance (Legal), Discipline