The problem addressed in this study was the lack of knowledge of adequate behavior management approaches in teaching students with of attention deficit hyperactivity disorder (ADHD; Owens, 2020; Poznanski et al., 2018). This study explored teachers' knowledge and perceptions of ADHD and how they utilized behavioral management strategies with…

Although teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call…

The case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The…

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…

This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers…

The purpose of this study is to investigate the impact of Tootling on disruptive classroom behaviors and academically engaged behaviors within a self-contained setting of students with emotional and behavioral disorders (EBD). This study aims to answer two research questions: (1) Is there a functional relationship between Tootling and reducing the…

African American students have been overrepresented in school discipline and the criminal justice system for years. The tendency for this overrepresentation increases when the African American student has a disability, particularly emotional or behavioral disabilities. The problem addressed in this study is that African American students…

Although a large body of literature exists on investigations involving special-education teachers, in terms of teaching students with emotional and behavioral disorders (EBD) in Saudi Arabian classrooms, no known published study has investigated the causal attributions of special-education teachers regarding students with EBD in Saudi Arabian…

School administrators are projected to implement behavior expectations and be knowledgeable of various strategies that are effective for all students including students in the exceptional student education programs. They are also anticipated to be effective in classroom management and behavior management schoolwide. Having unsuccessful behavior…

Some students with emotional and behavioral disabilities (EBD), specifically conduct disorder (CD) and oppositional defiant disorder (ODD), characteristically display oppositional behaviors that adversely affect their academic performance and cause gaps in their learning. The problem studied was negative behaviors exhibited by students with EBD,…

Professional development for educators is required by the U.S. Department of Education for improvement in student learning and achievement. The problem addressed in this study was that school educators have had little in-depth input of their learning experiences regarding emotional and behavioral disorders provided through professional…

A problem of low academic and behavioral achievement has been identified for students with emotional or behavioral disorders (EBDs) when compared to their peers without disabilities in the middle school general education setting. The purpose of this study was to understand the needs of general education teachers for additional training in academic…

Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of evidence-based practices such as teaching classroom expectations, increasing teacher praise, and…

This study was to examine self-efficacy perceptions of elementary teachers, kindergarten through fourth grade, and determine whether or not teacher self-efficacy perceptions differ related to classification area of district, certification held and experience of working with students with emotional and/or behavioral disorders (E/BD). In addition,…

This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…