The focus of this research study was to explore math interventions for students with emotional behavioral disorders in secondary settings. The problem that was addressed in this qualitative, descriptive study was that students with emotional behavioral disorders are not receiving effective math interventions in secondary math classrooms, therefore…

This qualitative descriptive study addressed the ongoing mathematical achievement gap among kids with disabilities by investigating the interventions and tactics employed by instructors while working with students with emotional-behavioral disorders. This study's conceptual framework was based on data from the National Center for Educational…

Students attending school today can have a wide variety of needs in the classroom, both academically and behaviorally. One student group often regarded as challenging to support is students who have an emotional disturbance (ED; see discussion in Algozzine, 2017). Students with an ED usually require a different level of support to be successful at…

Students with emotional and behavioral disabilities (EBD) endure adverse childhood experiences (ACEs) and other traumatic experiences at higher rates than their non-disabled peers. Staff who work with these students can experience compassion fatigue, contributing to staff attrition and burnout. Trauma-informed care practices show promise in…

Many students in the local school district in a northeastern state suffer from socioemotional challenges that negatively influence their academic success. In the Adverse Childhood Experiences (ACEs) study, researchers found negative socioemotional outcomes resulting from ACEs. Risk factors associated with ACEs, and the influence of ACEs on poor…

Students with emotional behavioral disorders (EBD) are educated in restrictive placements at higher rates than students in other disability categories due to their challenging behavior and inability to function in the general educational environment (Bullock & Gable, 2006). The increasing utilization of alternative programming to educate…

The purpose of this qualitative single case study was to describe current instructional policies and practices in a one-day treatment center in North Carolina for students with emotional and behavioral disorders (EBD). The following research questions guided the study: (1) What are the curriculum policies, practices, and philosophies of day…