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Transition Strengths and Needs of High School Students with Emotional and Behavioral Disorders
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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
Obtaining Stakeholder Feedback to Improve the Middle to High School Transition
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Nese, Rhonda N. T.; Santiago-Rosario, Maria Reina; Triplett, Danielle; Austin, Sean C. – Center on Positive Behavioral Interventions and Supports, 2021
In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder…
Descriptors: Grade 8, Grade 9, Transitional Programs, Emotional Disturbances
Perspectives on Seminal Achievements and Challenges in the Field of Emotional and Behavioral Disorders
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Walker, Hill M. – Remedial and Special Education, 2015
This commentary for a special issue of "Remedial and Special Education" (RASE) on the perspectives of senior scholars (a) opens with some comments regarding the role of measures we use in behavioral science to pursue scientific truth and then (b) discusses the three most impactful developments in emotional and behavioral disorders over…
Descriptors: Emotional Problems, Behavior Disorders, Educational Innovation, Research Needs
Teacher Perceptions of Emotional Behavior Disorder Students in a Rural High School Transition Program
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Watson, Brian Craig – ProQuest LLC, 2013
Little research has examined the perceptions of special education teachers who teach students with Emotional Behavior Disorders (EBD). This study aimed to provide insight into how educators are preparing EBD students for post-high school living. The conceptual framework for the study was based on Braun's theory, which examines teachers'…
Descriptors: Teacher Attitudes, Emotional Disturbances, Behavior Disorders, Transitional Programs
Reintegrating Elementary Students with EBD from Alternative Placement to Public School
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Avery-Sterud, Barbara – ProQuest LLC, 2009
Significant numbers of children with emotional and behavioral disorders receive services in settings other than general education, but it is expected they will return to a less restrictive environment. Reintegrating these students once they have completed treatment is a significant problem. Students can demonstrate improved behavior and…
Descriptors: Public Schools, Focus Groups, Behavior Disorders, Special Education Teachers
Do Teachers' Behavioural Expectations Effect the Transition from a Psychiatric Program to Community and Schools?
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McLeer, S.; And Others – Canadian Journal of Special Education, 1993
This study examined potential conflicts between expectations of receiving teachers in community schools and the behaviors of elementary students moving from a psychiatric treatment facility. Students had been using the AIMS (Assessments for Integration into Mainstream Settings) system. Potential conflicts in the areas of adaptability,…
Descriptors: Behavior Disorders, Behavior Patterns, Elementary Education, Emotional Disturbances
Special Educators' Views of Community-based Job Training and Inclusion as Indicators of Job Competencies for Students with Mild and Moderate Disabilities.
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Cook, Bryan G. – Career Development for Exceptional Individuals, 2002
Pre- and in-service special education teachers (n=173) rated the job competencies of hypothetical high school students with mild and moderate disabilities. Teachers rated students described as having a behavioral disorder lower in social coping skills than students described as having mild mental retardation. The type of transition-related school…
Descriptors: Behavior Disorders, Career Education, Community Based Instruction (Disabilities), Competency Based Education