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Watts, Gavin W.; Kerr, Joel C. – Intervention in School and Clinic, 2022
Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features…
Descriptors: Tutors, Emotional Disturbances, Behavior Disorders, Students with Disabilities
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
Rondy Yu; Wesley A. Sims – Preventing School Failure, 2024
The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought…
Descriptors: Feasibility Studies, Program Implementation, Fidelity, Emotional Disturbances
Katherine Young – ProQuest LLC, 2022
The multi-tiered system of supports (MTSS) design provides academic and behavioral support for students. Children with emotional behavior disorders need these interventions and support to develop management skills. Students identified with the emotional, behavioral disorder (EBD) or with being emotionally disturbed (ED) could have a range of…
Descriptors: Multi Tiered Systems of Support, Students with Disabilities, Emotional Disturbances, Behavior Disorders
Lloyd, Blair P.; Bruhn, Allison L.; Sutherland, Kevin S.; Bradshaw, Catherine P. – Behavioral Disorders, 2019
The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit…
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, Outcomes of Treatment
Ginns, Diana S.; Begeny, John C. – Behavioral Disorders, 2019
Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with…
Descriptors: Secondary School Students, Emotional Disturbances, Feedback (Response), Behavior Modification
Zaheer, Imad; Maggin, Daniel; McDaniel, Sara; McIntosh, Kent; Rodriguez, Billie Jo; Fogt, Julie B. – Behavioral Disorders, 2019
Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and…
Descriptors: Emotional Disturbances, Behavior Disorders, Evidence Based Practice, Educational Practices
Turney, Victoria Lynn – ProQuest LLC, 2018
Students who have been found eligible for special education services based on an emotional disturbance can have difficulties fostering relationships with their peers and experiencing feelings of connectedness to their school. One way to increase feelings of school connectedness is through a social-emotional learning curriculum, such as Positive…
Descriptors: Discipline, Classroom Techniques, Special Education, Emotional Disturbances
Leko, Melinda M.; Roberts, Carly; Peyton, David; Pua, Daisy – Intervention in School and Clinic, 2019
As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…
Descriptors: Evidence Based Practice, Special Education, Students with Disabilities, Learning Disabilities
Kumm, Skip; Talbott, Elizabeth; Jolivette, Kristine – Journal of Special Education Technology, 2021
Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…
Descriptors: Students with Disabilities, Self Management, Intervention, Educational Technology
Kreider, Theresa E. – ProQuest LLC, 2010
Special education referral and identification rates have risen dramatically over the last thirty years. In fact, several studies report an increase of nearly 200% (Cortiella, 2008; Vaughn, Linan-Thompson, & Hickman, 2003). During the last several years a new model of identifying students with learning difficulties has received much…
Descriptors: Learning Problems, Rural Schools, Intervention, Emotional Disturbances

Brown, Susan M.; Robbins, Michael J. – Journal of Correctional Education, 1981
Addresses two questions: (1) What is the need for providing specialized education services to the handicapped students in correctional settings? (2) And given that the need exists, what are the implications of developing such programs? (CT)
Descriptors: Children, Correctional Education, Emotional Disturbances, Management Systems

Fogt, Julie B.; Piripavel, Christine M. – Reclaiming Children and Youth, 2002
This article describes a school where problems of defiance and aggression were met with high levels of seclusion and physical restraints. Centennial School had a comprehensive program of interventions designed to reduce and eventually eliminate aversive management strategies. Data on the effectiveness of these interventions is shared and…
Descriptors: Behavior Disorders, Behavior Modification, Elementary Secondary Education, Emotional Disturbances

Kutash, Krista; Duchnowski, Albert J.; Sumi, W. Carl; Rudo, Zena; Harris, Karen M. – Journal of Emotional and Behavioral Disorders, 2002
This article describes a successful school-based program for students with emotional disturbances served in a special education setting. Program features include a professional training program, development and implementation of a strengths-based plan in which students and families are included as partners, and a method for evaluating the…
Descriptors: Cooperative Programs, Emotional Disturbances, Family Involvement, Middle School Students
Brodsky, Meredith; Wilson, Darla – 1989
This report briefly describes 40 exemplary special and regular education programs for students in Oregon with serious emotional disturbances (SED) or who are otherwise at risk. The program descriptions are grouped into 11 areas to highlight key program features. These are quality indicators, prevention, remediation, organization, coordination,…
Descriptors: Consultation Programs, Delinquency, Demonstration Programs, Elementary Secondary Education
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