Existing educational assessments have typically been developed without appropriate attention to the intended and unintended consequences of measure implementation and interpretation. We are developing the Expanding Screening to Support Youth (ESSY) Whole Child Screener using a mixed methods approach that attends to the intended and unintended…

Social skills training has become a major focus for improving the lives of individuals with disabilities. Students with emotional and behavioral disorders often lack the social skills necessary to build and maintain positive relationships with others and require individualized training to appropriately engage across all settings. Despite the…

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…

The aim of the three different studies presented was the development and evaluation of the Differentiated Attitudes Towards Inclusion Scale as a valid, reliable and economic instrument for the measurement of teachers' attitudes towards the inclusion of students with certain special educational needs (SEN). In a sample of student teachers,…

"Effects of a Targeted Art Program on Social Emotional Learning in Students with Emotional Behavioral Disorders" will address the topics of Social Emotional Learning and Emotional Behavioral Disorder, as well as various structures for targeted arts programming. Using a qualitative research approach, the effects of one specific targeted…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in our schools. In essence, students with EBD are often denied their civil right to a free and appropriate public education (FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a…

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBD). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…

Aggression by students is a highly stable behavior and is a significant predictor for later aggression along with other undesirable outcomes for both the aggressor and victim. While aggression is often thought of in its physical form, acts of verbal aggression are equally problematic and can be especially complex for students who are identified…

Skills related to social-emotional learning (SEL) are essential for college and career readiness. Failure to use appropriate skills for SEL in school is often linked to several negative academic outcomes, including rejection by school community members, academic deficits, and higher rates of problematic behavior. Social skills interventions are…

Students with emotional or behavioral disorders (EBD) are being included to a greater degree in the general education classroom. Due to the least restrictive environment mandate in the Individuals With Disabilities Education Improvement Act of 2004, more students with EBD are being taught in inclusive settings. As a result, general education…

Animal-human interactions have been found to have positive influences on children across the world. In particular, research supports the benefits of animal-assisted activities in addressing students' social and behavioral problems within the classroom environment. The general information about animal-assisted activities provided in this…

We investigate how different mealtime situations help shape teenager and staff subjectivities in two Swedish residential care homes and a special school for girls and boys, 12-15 years old, with social, emotional and behavioural difficulties. Three mealtime networks are analysed using concepts from actor-network theory, treating architectural…