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Tiered Systems of Adaptive Supports and the Individualization of Intervention: Merging Developmental Cascades and Correlated Constraints Perspectives
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Farmer, Thomas W.; Bierman, Karen L.; Hall, Cristin M.; Brooks, Debbie S.; Lee, David L. – Journal of Emotional and Behavioral Disorders, 2021
Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this…
Descriptors: Emotional Disturbances, Behavior Disorders, Intervention, Student Needs
Caregiver and Teacher Perspectives on Home-School Partnerships within a Tier 2 Intervention
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Kevin S. Sutherland; Eleanor G. Wu; Melissa Washington-Nortey; Kimberly W. McKnight; Bryce D. McLeod; Maureen A. Conroy – Journal of Emotional and Behavioral Disorders, 2023
Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…
Descriptors: Parent Attitudes, Teacher Attitudes, Intervention, Pandemics
Does the Field of EBD Need a Distinct Set of "Intensive" Interventions or More Systemic Intensity within a Continuum of Social/Emotional Supports?
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Lewis, Timothy J. – Journal of Emotional and Behavioral Disorders, 2016
The challenges of educating children and youth with intensive social, emotional, and academic needs have been well documented. Students with emotional/ behavioral disorders (EBD) present a range of daily challenges from low intensity, high frequency chronic behaviors such as poor school attendance, disrespect addressed to adults and peers,…
Descriptors: Intervention, Emotional Problems, Behavior Disorders, Special Needs Students
The Impact of Teaching Self-Determination Skills on the On-Task and Off-Task Behaviors of Students with Emotional and Behavioral Disorders
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Kelly, John R.; Shogren, Karrie A. – Journal of Emotional and Behavioral Disorders, 2014
A multiple baseline across participants design was used to examine the functional relation between the "Self-Determined Learning Model of Instruction" (SDLMI) intervention and the on- and off-task behaviors of high school students with emotional and behavioral disorders (EBD). The results showed that all four students significantly…
Descriptors: Self Determination, Intervention, High School Students, Emotional Disturbances
A Social Goals Perspective on Children's Social Competence.
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Erdley, Cynthia A.; Asher, Steven R. – Journal of Emotional and Behavioral Disorders, 1999
Describes theoretical models of social-information processing which include goals as a crucial component. Reviews the research on children who are aggressive, withdrawn/submissive, or prosocial and finds relationships between children's goals, their strategies for coping with problematic social tasks, and their ultimate success or failure in…
Descriptors: Behavior Disorders, Coping, Emotional Disturbances, Goal Orientation
Treatment Foster Care: Toward Development of Community-Based Models for Adolescents with Severe Emotional and Behavioral Disorders.
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Moore, Kevin J.; Chamberlain, Patricia – Journal of Emotional and Behavioral Disorders, 1994
The Treatment Foster Care program of the Oregon Social Learning Center provides a community-based, relatively nonrestrictive treatment for adolescents with severe emotional and behavioral disorders at risk for incarceration or group home placement. The model includes foster parent preservice training, home consultation, school consultation,…
Descriptors: Adolescents, Behavior Disorders, Behavior Modification, Community Programs