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A Critical Review of the Professional Development Literature for Paraprofessionals Supporting Students with Externalizing Behavior Disorders
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Reddy, Linda A.; Alperin, Alexander; Glover, Todd A. – Psychology in the Schools, 2021
The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents…
Descriptors: Faculty Development, Paraprofessional School Personnel, Intervention, Students with Disabilities
Evidence of Efficacy of the "Integrated Literacy Study Group" Professional Learning Program to Enhance Reading Instruction for Students with Emotional and Behavioral Disorders
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Gregory J. Benner; Marissa J. Filderman; Lucy Barnard-Brak; Jordan Pennefather; Jean Louise M. Smith; Lisa A. Strycker – Psychology in the Schools, 2023
This article reports on a pilot study of the "Integrated Literacy Study Group," a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast…
Descriptors: Emotional Disturbances, Behavior Disorders, Intervention, Elementary School Teachers
School-Wide Positive Behavioral Interventions and Supports for Students with Emotional and Behavioral Disorders
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McCurdy, Barry L.; Thomas, Lisa; Truckenmiller, Adrea; Rich, Sara House; Hillis-Clark, Patricia; Lopez, Juan Carlos – Psychology in the Schools, 2016
This investigation employed a participatory action research method involving school psychology consultants and educators to design and evaluate the impact of school-wide positive behavioral interventions and supports in a self-contained school serving students with emotional and behavioral disorders. The traditional practices of a universal…
Descriptors: Participatory Research, Action Research, Counselor Role, Evidence Based Practice
Functional Assessment and Positive Support Strategies for Promoting Resilience: Effects on Teachers and High-Risk Children
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Stoiber, Karen Callan; Gettinger, Maribeth – Psychology in the Schools, 2011
The purpose of this study was to conduct an experimental analysis of teachers' use of functional assessment (FA) and positive behavior support (PBS) for addressing challenging behaviors in young children. A group of 35 experimental teachers participated in professional development designed to provide step-by-step training and guided implementation…
Descriptors: Intervention, Self Efficacy, Behavior Disorders, Functional Behavioral Assessment
Working Conditions as Risk or Resiliency Factors for Teachers of Students with Emotional and Behavioral Disabilities
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Albrecht, Susan Fread; Johns, Beverley H.; Mounsteven, Joyce; Olorunda, Olufunmilola – Psychology in the Schools, 2009
This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and…
Descriptors: Behavior Disorders, Special Education Teachers, Related Services (Special Education), Teaching Conditions