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Systematic Function-Based Intervention for Adolescents with Emotional and Behavioral Disorders in an Alternative Setting: Broadening the Context
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Turton, Amina M.; Umbreit, John; Mathur, Sarup R. – Behavioral Disorders, 2011
Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to…
Descriptors: Nontraditional Education, Intervention, Validity, Behavior Disorders
A Comparison of the Instructional Context for Students with Behavioral Issues Enrolled in Self-Contained and General Education Classrooms
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Maggin, Daniel M.; Wehby, Joseph H.; Moore Partin, Tara C.; Robertson, Rachel; Oliver, Reginal M. – Behavioral Disorders, 2011
Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…
Descriptors: Behavior Disorders, Emotional Disturbances, Classroom Environment, Self Contained Classrooms
The Use of Structural Analysis to Identify Setting Events in Applied Settings for Students with Emotional/Behavioral Disorders
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Stichter, Janine P.; Hudson, Shawna; Sasso, Gary M. – Behavioral Disorders, 2005
This study investigated the use of practitioner-implemented structural analyses to determine setting events affecting the disruptive behavior of two male students with EBD in a self-contained classroom. Descriptive measures (PBQ, SEII, and direct observation) and analogue probes were employed and contrasted. An ABA reversal design was used to…
Descriptors: Validity, Self Contained Classrooms, Behavior Disorders, Males
Students Educated in Self-Contained Classrooms and Self-Contained Schools: Part II--How Do They Progress over Time?
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Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy – Behavioral Disorders, 2005
Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to…
Descriptors: Behavior Rating Scales, Self Contained Classrooms, Disabilities, Academic Achievement
Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I--Are They More Alike than Different?
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Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy – Behavioral Disorders, 2005
It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the…
Descriptors: Self Contained Classrooms, Behavior Disorders, Discriminant Analysis, Research Methodology