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Direct linkChen, Chin-Chih; Sutherland, Kevin S.; Kunemund, Rachel; Sterrett, Brittany; Wilkinson, Sarah; Brown, Christerralyn; Maggin, Daniel M. – Journal of Emotional and Behavioral Disorders, 2021
We consider an emerging challenge in special education that involves the interplay between an emphasis on evidence-based practices (EBPs) and the need to provide individualized intensive interventions for students with significant emotional and behavioral problems. With the use of Multi-Tiered Systems of Support (MTSS), teachers are expected to…
Descriptors: Behavior Problems, Emotional Problems, Special Education, Best Practices
Kern, Lee – Remedial and Special Education, 2015
Students with emotional and behavioral disorders continue to challenge educators, and their progress in school has not been favorable. In my experience, we have failed to implement some of the most promising practices with this group of students. In this article, I discuss three approaches, positive supports, mentoring and relationship building,…
Descriptors: Special Needs Students, Social Problems, Behavior Problems, Emotional Problems
Lambert-Lee, Katy A.; Jones, Rebecca; O'Sullivan, Julie; Hastings, Richard P.; Douglas-Cobane, Emma; Thomas J., Esther; Hughes, Carl; Griffith, Gemma – British Journal of Special Education, 2015
Research evaluations of Applied Behaviour Analysis (ABA)-based interventions for children with autism demonstrate positive outcomes. However, little research has focused on the translation of these evidence-based interventions into service delivery models within existing education systems. In the present article, we provide a description of the…
Descriptors: Autism, Behavior Modification, Behavior Problems, Intervention
Chafouleas, Sandra M.; Johnson, Austin H.; Overstreet, Stacy; Santos, Natascha M. – School Mental Health, 2016
Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to…
Descriptors: Trauma, Educational Methods, Positive Behavior Supports, Program Implementation
Chafouleas, Sandra M.; Johnson, Austin H.; Overstreet, Stacy; Santos, Natascha M. – Grantee Submission, 2016
Recognition of the benefits to trauma-informed approaches is expanding, along with commensurate interest in extending delivery within school systems. Although information about trauma-informed approaches has quickly burgeoned, systematic attention to integration within multitiered service delivery frameworks has not occurred yet is essential to…
Descriptors: Trauma, Educational Methods, Positive Behavior Supports, Program Implementation
DuPaul, George J.; Jimerson, Shane R. – School Psychology Quarterly, 2014
Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Problems, Academic Achievement, Role
