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Yeager, Kristopher Hawk; Morgan, Joseph John; Brown, Monica R.; Higgins, Kyle; Jackson, Iesha – Career Development and Transition for Exceptional Individuals, 2021
A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent…
Descriptors: High School Students, Emotional Disturbances, Behavior Disorders, Transitional Programs
Mary M. Drake-Young – ProQuest LLC, 2021
Some students with emotional and behavioral disabilities (EBD), specifically conduct disorder (CD) and oppositional defiant disorder (ODD), characteristically display oppositional behaviors that adversely affect their academic performance and cause gaps in their learning. The problem studied was negative behaviors exhibited by students with EBD,…
Descriptors: Middle School Students, Grade 6, Grade 7, Grade 8
Sara Sheffler – ProQuest LLC, 2023
The least restrictive environment (LRE) is the educational placement determined necessary for obtaining maximum educational benefits. The individualized education program (IEP) team determines the LRE after analyzing the student's academic and behavioral data and assessing the student's unique needs. Specific special educational labels may produce…
Descriptors: General Education, Elementary School Teachers, Teaching Experience, Students with Disabilities
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Bruhn, Allison; Choi, Youn-Jeng; McDaniel, Sara; Mathews, Hannah Morris; Hirsch, Shanna Eisner – Behavioral Disorders, 2022
The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders, who have complex and resource-intensive social,…
Descriptors: Student Needs, Special Needs Students, Emotional Disturbances, Behavior Disorders
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Bambara, Linda M.; Goh, Ailsa; Kern, Lee; Caskie, Grace – Journal of Positive Behavior Interventions, 2012
Identifying factors perceived to either hinder or support the implementation of individualized positive behavior interventions and supports (IPBIS) is essential for promoting sustainable practice. This survey study examined the extent to which school-based professionals (n = 293) experienced barriers and enablers and examined their perceived level…
Descriptors: Behavior Disorders, Barriers, Program Implementation, Individualized Programs
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Staples, Kimberly A. – Journal of Science Education for Students with Disabilities, 2013
Within middle school classrooms a diverse body of students require specialized instruction and science teachers with unique abilities to implement a reform-based science curriculum. To achieve the goal of success for all, students who are English language leaners and with exceptionalities, such as learning disabilities, and emotional and…
Descriptors: Paraprofessional Personnel, Science Instruction, Individualized Education Programs, Learning Disabilities
Hazelkorn, Michael N.; And Others – Diagnostique, 1993
A survey of Wisconsin teachers of 230 students with emotional/behavioral disorders found that classroom observations, student interviews, and behavior rating scales were most helpful in instructional planning. Teachers generally found student evaluation data helpful in planning Individualized Education Programs. Teachers chose evaluation…
Descriptors: Behavior Disorders, Elementary Secondary Education, Emotional Disturbances, Evaluation Methods
Opie, Nancy D.; And Others – 1984
The project investigated differences in perceptions and attributions for successful and unsuccessful IEP (individualized education program) conferences between 85 mothers of mentally retarded and emotionally or behaviorally disabled children (5-15 years old) and 81 special education teachers. Trained parents (those who received information about…
Descriptors: Attribution Theory, Behavior Disorders, Elementary Secondary Education, Emotional Disturbances
Bateman, David F. – 1996
This paper addresses the need for transitional services for students with behavior problems. "Seriously emotionally disturbed" is an educational term related primarily to learning problems exhibited by students as a consequence of their emotional or behavioral problems. Follow-up studies of students with emotional and behavioral…
Descriptors: Behavior Disorders, Daily Living Skills, Disabilities, Education Work Relationship