The purpose of this qualitative study was to compare perceptions of preparedness to teach students with emotional disabilities (ED) between teachers with a mild intervention license and teachers with an ED license. The study examined the perceptions of five teachers with a mild intervention license and five teachers with an ED license as derived…

Research indicates that students with emotional and behavioral disorders (EBD) may engage in severe disruptions and off-task behaviors in the classroom setting that adversely impact the learning environment. This leads to many students identified as having EBD being placed in alternative education settings, such as restrictive schools or…

At Rushton Manor School, a small independent school in the South West of England, the proportion of young people with Autistic Spectrum Condition (ASC), a form of Social, Communication and Language Need (SCLN), was substantially higher than regional averages: 15% at the school versus 5.4% in primary schools and 8.7% in secondary schools regionally…

In the last decade, the prevalence of children with autism spectrum disorder (ASD) without intellectual disability (ID) in schools has increased. However, there is a paucity of information on special education placement, service use, and relationships between service use and demographic variables for children with ASD without ID. This study aimed…

This study reports the development and validation of a questionnaire to assess the holistic development of students with special educational needs (SEN) as a reliable instrument for measuring their overall performance in inclusive education. The survey was administered to 981 regular education teachers in Beijing. The identified factor structure…

For students to learn, they must be present and engaged in school. As a result, absenteeism is a concern for all schools. Poor attendance is associated with a host of negative short- and long-term outcomes, such as academic failure, disengagement, leaving school, and problem behaviors in school and community. Despite the challenges, evidence…

Poverty and trauma impact student brain development, health, and behavior. The stressors of poverty (lack of nutritious food, unstable housing, etc.) and traumatic events can put students in a "fight" or "flight" mode. Operating from such places prevents students from accessing higher-order thinking and negatively impacts…

The purpose of this paper was to summarize the implementation of a schoolwide tiered intervention program in three Midwestern U.S. elementary schools over a period of three years. The program, Social Skills Training and Aggression Reduction Techniques plus Time-Away (START[superscript Plus]) includes components of social skills training at the…

The number of children with Autism Spectrum Disorder (ASD) is rapidly increasing, and there is a struggle within our educational system to meet the needs of these students. While there is a growing awareness among general classroom teachers about strategies that can be implemented to ensure positive gains for students with ASD, there is still a…

The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and…

This article describes intensive behavior intervention that is used with students who have behavioural difficulties. Joseph H. Wehby and Lee Kern report on 35 years of research in this area and note two conclusions: (1) Students with significant behavioral difficulties, including those with emotional disturbance (ED), have among the poorest social…

The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and…

The purpose of this article is to offer preschool teachers strategies for preventing challenging behavior and supporting the development of social skills and emotional competencies. This article is framed in a question and answer format using questions from teachers who the authors have worked with in the past. These questions and strategies are…

This study examined programming practices that have identified in the research as critical for school success for students with emotional and behavioral disorders (EBD). Secondary purposes of the study were to identify the extent to which these practices were used and to examine student social/emotional and academic outcome data in a public day…

Positive behavior support has gained attention in recent years as an effective practice for reducing challenging behaviors in children and youth with a variety of disabilities including autism spectrum disorders (ASD). The goal of positive behavioral interventions for students with ASD is to prevent and reduce the occurrence of interfering…