Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior…

School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which…

Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers'…

The purpose of this phenomenological qualitative study was to examine educational leaders' experiences in leading behavioral crisis intervention and crisis team management with at-risk students in Title I K-5 elementary schools. The theoretical and conceptual framework that guided this study was Northouse's (2019) Behavioral Approach in concert…

Although teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call…

Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information…

Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in…

There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

Students with emotional and behavioral disorders (EBD) exhibit a wide variety of difficult behavior, and the responsibility of educating them is equally difficult. Students with EBD face historically bleak outcomes. Additionally, EBD teachers have had a continual nationwide shortage. They have the highest turnover rate and have more teachers on…

Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design.…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

Externalizing problems are common in children ages 6-14, can have lifelong consequences, and may pose a particular risk when combined with other risk factors and symptoms (like depression and anxiety). Schools are uniquely positioned to assess and address these types of behavioral health concerns, but many school-based assessments do not focus on…