The problem addressed in this study was that there is a lack of knowledge about middle school special education teachers' perceptions on the benefits of social emotional learning (SEL) strategies for improving the behavior of students with emotional behavior disorder (EBD) in a self-contained setting. Comer's concepts on social learning served as…

Educating students who engage in disruptive behaviors is a challenge for many educators. Literature acknowledges this challenge, but there is a paucity in the research related to the perception of teachers, specifically elementary teachers who teach within self-contained behavioral programs on the effects of the interventions they are currently…

Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…

Students with emotional/behavioral disorders (EBD) in self-contained settings depend on special educators to deliver high-quality instruction and behavior management, and special educators depend on administrators to create supportive working environments. Yet, to date, no studies have examined how working conditions relate to special educators'…

Using a pre-post randomized controlled trial, the purpose of this study was to determine whether a social problem-solving curriculum, "Take CHARGE!," based on a cognitive-behavioral approach, could improve students' knowledge of problem-solving skills, as well as self-report of social behaviors for 92 middle school students with…