This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…

This study investigated the use of organizational learning community principles to effectively manage organizational change. Target is a pseudonym for a small public school in Southern New Jersey that has provided educational services to students with special needs since 1969. In 2004 Target began providing services to a new population of students…

This monograph on teaching students with emotional and behavioral disorders (E/BD) is divided into two parts, one that offers historical perspectives and one that looks at future directions. Following an introduction, individual sections of Part 1 address the following topics: (1) a brief history of special education for E/BD students; (2) key…

The full-purpose partnership (FPP) schoolwide model primarily focuses on prevention and early intervention. This model brings the tenets of service coordination directly into the school and focuses efforts to involve families from a strengths perspective before behavioral issues become significant. A preliminary evaluation has shown that this…

This digest summarizes the literature on principles of changing behaviors in students with behavior disorders. Principles include: (1) focus on behaviors that need to be changed; (2) identify new behaviors to be developed; (3) provide opportunities to practice new behaviors; (4) treat social skills deficits as errors in learning; (5) teach…

This monograph is a guide to positive behavioral intervention and support (PBIS) and functional behavioral assessment (FBA) in the special education of students with behavior disorders as emphasized in the 1997 amendments to the Individuals with Disabilities Act (IDEA 97). An introduction explains that positive behavioral support represents the…

Four moral imperatives for professionals working with children with emotional/behavioral disabilities are discussed: students have a right to a safe and appropriate education; an array of services is necessary; lack of knowledge exceeds understanding of behavior/emotional conditions; and what is done is as important as how it is done. (CR)

This monograph provides an overview of intervention and programming strategies for students with emotional/behavioral disorders (E/BD) based on the behavioral approach. It reviews the progress of the behavioral perspective in education from its earliest beginnings to the present and describes its major characteristics, chief proponents,…

This article explains how key principles of holistic constructivism were used to revise a graduate teacher education program in behavior disorders and develop a portfolio model of evaluation, involving individualized portfolios, applied projects, collaborative work, and student evaluation, to demonstrate competency in eight areas. Three students…

This paper describes the planning and implementation of an instructional unit to teach the basics of American Sign Language to a class of nine elementary-aged male students with serious emotional disturbances (including one with a severe hearing impairment) in a laboratory school. The systematic instructional approach, direct instruction, was…

This text is intended to introduce undergraduate or graduate general or special education majors to student characteristics and teaching strategies with students who have mild disabilities (mild mental retardation, behavior disorders, and learning disabilities). Part 1 addresses the characteristics of students with mild disabilities. Chapter 1…

This book focuses on the development of principles and treatment procedures that enable special education teachers to teach students with behavior disorders how to control their own social and academic behavior in the school setting. Recommended treatment is largely based on a self-management and social skills training model. The first chapter…

This text on teaching students with language disabilities is divided into three parts. Part 1 presents the components of speech, language and communication and describes language development. Part 2 describes the language abilities of students with a variety of disabilities. Part 3 provides suggestions for assessment and intervention and discusses…

This book examines intervention with children having emotional or behavioral disorders (EBD), through the use of many case studies, activities, and examples. The text is organized in a developmental manner, with behavioral interventions recommended for lower grades and cognitive-behavioral approaches recommended for older students. The first unit…

This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized…