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Monik Mossini – International Journal on Social and Education Sciences, 2024
Adolescence is marked by significant emotional challenges, with mood disorders becoming increasingly prevalent, necessitating effective interventions. Dialectical Behavioral Therapy (DBT) skills have emerged as promising tools for addressing emotional dysregulation in adolescents. This systematic literature review aims to evaluate the…
Descriptors: Foreign Countries, Adolescents, Emotional Disturbances, Emotional Adjustment
Jia Ma; Stephen W. Smith; Brian R. Barber – Intervention in School and Clinic, 2025
Early adolescents entering middle school are at a pivotal developmental phase as they become less dependent on parents/guardians and seek greater autonomy while encountering a complexity of social demands requiring them to regulate their emotions, thoughts, and behaviors to achieve academic and social success. Yet, students who receive services…
Descriptors: Goal Orientation, Middle School Students, Emotional Disturbances, Behavior Disorders
McGuire, Stacy N.; Meadan, Hedda – Intervention in School and Clinic, 2023
Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement…
Descriptors: Behavior Problems, Behavior Change, Behavior Modification, Emotional Disturbances
Jonte' C. Taylor; L. Meghan Allen; Jared Van; Michele Moohr – Journal of Emotional and Behavioral Disorders, 2024
Teaching is one of the most stressful occupations in the United States. This is especially true for teachers who are responsible for meeting the complex needs of students with disabilities, particularly those with emotional and behavioral disorders (EBD). In fact, EBD teachers have a higher risk of experiencing burnout than their special education…
Descriptors: Student Projects, Active Learning, Teacher Burnout, Emotional Disturbances
Angel Leah Adkins – ProQuest LLC, 2024
Students with emotional and behavioral disorders are at risk for academic failure in general education-inclusive classrooms. The problem addressed in this study was that some students with emotional and behavioral disorders are not academically progressing in middle school-inclusive classrooms. This qualitative single case study aimed to explore…
Descriptors: Teacher Attitudes, Public School Teachers, Emotional Disturbances, Behavior Disorders
Melissa Washington-Nortey; Kristen Granger; Kevin S. Sutherland; Maureen Conroy; Navneet Kaur; Allyse Hetrick – School Mental Health, 2023
There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…
Descriptors: Evidence Based Practice, Elementary School Students, Intervention, Behavior Problems
Watts, Gavin W.; Bryant, Diane Pedrotty; Carroll, Megan L. – Behavioral Disorders, 2019
The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional-behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring…
Descriptors: Behavior Disorders, Emotional Disturbances, Cross Age Teaching, Tutors
Fuller, Marcus C.; Ura, Sarah K.; Vannest, Kimberly J. – Intervention in School and Clinic, 2020
Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…
Descriptors: Skill Development, Mnemonics, Self Management, Cooperation
Caldarella, Paul; Wills, Howard P.; Anderson, Darlene H.; Williams, Leslie – Grantee Submission, 2019
During the transition from elementary to middle school, adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement.…
Descriptors: Classroom Techniques, Student Behavior, Intervention, Early Adolescents
Caldarella, Paul; Wills, Howard P.; Anderson, Darlene H.; Williams, Leslie – RMLE Online: Research in Middle Level Education, 2019
During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering…
Descriptors: Classroom Techniques, Student Behavior, Intervention, Early Adolescents
Minkos, Marlena L.; Chafouleas, Sandra M.; Bray, Melissa A.; LaSalle, Tamika P. – Behavioral Disorders, 2018
The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior,…
Descriptors: Learner Engagement, Metacognition, Intervention, Behavior Problems
Kimberly Davis Monson – ProQuest LLC, 2019
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…
Descriptors: Middle School Teachers, Behavior Problems, Art Education, Classroom Techniques
Martin-Storey, Alexa; Temcheff, Caroline; Dery, Michele; Poirier, Martine; Verlaan, Pierrette; Lemelin, Jean-Pascal – International Journal of Behavioral Development, 2018
Children with conduct problems are at greater risk for internalizing problems. The objectives of this study were to (1) examine trajectories of internalizing problems among children with and without clinically significant conduct problems during the transition to adolescence; and (2) identify how academic achievement, peer rejection, parent…
Descriptors: Behavior Problems, Developmental Stages, Mother Attitudes, Teacher Attitudes
Rush, Karena S.; Golden, Maria E.; Mortenson, Bruce P.; Albohn, Daniel; Horger, Melissa – Contemporary School Psychology, 2017
Research suggests that mind-body techniques are useful for enhancing self-regulatory behaviors, including attention and emotional regulation. The majority of research in this area focuses on adult behavior. However, there has been a growing interest in using mindfulness techniques with children and more recently, in the school setting. Students…
Descriptors: Biofeedback, Behavior Disorders, Emotional Disturbances, Intervention
Billingsley, Glenna M. – Intervention in School and Clinic, 2016
Academic expectations are often antecedents for various types of inappropriate classroom behavior for students with challenging behavior. Effective interventions for managing these behaviors must involve techniques that combat academic refusal. Addressing the underlying issues of resistance or refusal to perform academically in school using…
Descriptors: Classroom Techniques, Student Behavior, Intervention, Functional Behavioral Assessment