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Marissa L. Del Vecchio; Kimberly Crosland; Asha Fuller – Journal of Positive Behavior Interventions, 2025
The use of technology-based self monitoring (SM) interventions is becoming more popular, increasing the likelihood that SM interventions will have greater contextual fit within classrooms. SM has resulted in increases in desired school behaviors, such as increases in on task behavior, academic performance, and task completion for students…
Descriptors: Self Management, Technology Uses in Education, Elementary School Students, Emotional Disturbances
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Anne Barwasser; Sarah Schulze; Chiara Gieseler; Matthias Grünke – Exceptional Children, 2024
Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve…
Descriptors: Mathematics Instruction, Intervention, Word Problems (Mathematics), Problem Solving
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Maryam Alakhzami; Morgan Chitiyo – Education and Training in Autism and Developmental Disabilities, 2024
Communication deficits are one of the main characteristics of autism spectrum disorder (ASD). Self-injurious behavior (SIB) in individuals with ASDs often occurs due to the individuals' lack of social-communicative abilities to express what they want (e.g., attention; access to tangible items; help). Many researchers have successfully used…
Descriptors: Autism Spectrum Disorders, Behavior Disorders, Communication Skills, Program Effectiveness
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Chiara Ferrari; Matthew Lewon; Neal Falletta-Cowden – Journal of Educational and Psychological Consultation, 2025
Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Intervention
James Matthew Nuse – ProQuest LLC, 2023
Special education teachers are tasked with ensuring the implementation of a free appropriate public education, which might also include supporting students who demonstrate severe problem behavior (SPB). Often, students with emotional and behavioral disorders are likely to engage in SPB in various forms such as physical aggression and property…
Descriptors: Special Education Teachers, Behavior Disorders, Emotional Disturbances, Students with Disabilities
Aimee J. Hackney – ProQuest LLC, 2023
Students with emotional and behavioral disorders served in alternative educational settings (e.g., residential treatment facilities) have been exposed to traumatic events at higher rates compared to their peers. Due to the significance of the need for connection with safe, healthy adults, in healing from past traumatic experiences and developing…
Descriptors: Emotional Disturbances, Behavior Disorders, Students with Disabilities, Trauma
Avina, Ashleigh; Boyle, Jessica; Duble Moore, Tobey; Hicks, Elizabeth A.; Wiggins, Diana M. – Office of Special Education Programs, US Department of Education, 2022
The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…
Descriptors: Intervention, Student Behavior, Program Effectiveness, Students with Disabilities
Tyson Lee Jones – ProQuest LLC, 2024
Students attending school today can have a wide variety of needs in the classroom, both academically and behaviorally. One student group often regarded as challenging to support is students who have an emotional disturbance (ED; see discussion in Algozzine, 2017). Students with an ED usually require a different level of support to be successful at…
Descriptors: Emotional Disturbances, Students with Disabilities, Behavior Disorders, Teacher Attitudes
Liza M. Fiorello – ProQuest LLC, 2023
Recent advancements in technology have created enriching and engaging learning opportunities in education. Today, online games are used more frequently in education in an attempt to engage students in learning activities and help increase student participation for students with and without disabilities. However, limited research has been conducted…
Descriptors: Teacher Attitudes, Middle School Teachers, Middle School Students, Students with Disabilities
Estrapala, Sara; Bruhn, Allison Leigh; Rila, Ashley – Journal of Emotional and Behavioral Disorders, 2022
High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies' goal setting and self-monitoring…
Descriptors: High School Students, Students with Disabilities, Self Control, Self Management
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Caitlin J. Criss; Moira Konrad; Sheila R. Alber-Morgan; Matthew E. Brock; Angie B. Harris – Behavioral Disorders, 2024
Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…
Descriptors: Feedback (Response), Students with Disabilities, Emotional Disturbances, Behavior Disorders
Kathleen Hartman Shiverdecker – ProQuest LLC, 2021
Children with emotional and behavioral disabilities who would potentially benefit from Animal Assisted Intervention (AAI) with therapy dogs do not have consistent access to this type of intervention in school settings due to a lack of defined policies and processes at both individual school and district levels. The focus of this qualitative…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Animals
Rowbee'C Kasisky – ProQuest LLC, 2023
Teachers are expected to support all students that enter their classrooms including students with Emotional and Behavior Disorders, also known as EBD. The maladaptive behavior exhibited by students with EBD often prevents them from engaging successfully in learning and forging relationships, leading to them being disconnected from school (Sheaffer…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Student Behavior
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Averill F. Obee; Katie C. Hart; Andre V. Maharaj; Paulo A. Graziano – Journal of Emotional and Behavioral Disorders, 2024
During a school day, children make several transitions between activities, which can take away from instructional time and result in challenging behaviors. This study investigates the impact positive engagement and behavioral supports have on children's behavior while transitioning. Participants (N = 40; 77.5% Male; 92.5% Hispanic) were enrolled…
Descriptors: Prevention, Behavior Problems, Positive Behavior Supports, Student Behavior
Parker, Forrest Randolph, III – ProQuest LLC, 2019
Current research shows the effects of music are varied. Research also suggests that music therapy for students with disabilities is varied. This study investigated the effects of the music therapy technique of listening that was applied to classrooms for students who display severe behavior. This music therapy intervention was administered by the…
Descriptors: Music Therapy, Students with Disabilities, Program Effectiveness, Listening Skills
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