Background: The current literature examining how community violence exposure (CVE) differentially relates to oppositional behaviors and conduct problems, as well as factors that impact this link, is limited. Further research is needed to examine these relationships to understand the etiologies of these disorders and what factors can buffer the…

Using an ABAB withdrawal design, the study evaluated the direct and generalized effects of a combined independent and interdependent group contingency on the engagement and disruptive behavior of two groups of students enrolled in an alternative school serving students with emotional and behavioral disorders. Class 1 included seven middle school…

Frequent formative assessment of students' functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students' academic and behavioral functioning are readily available and widely researched; however, despite the…

This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as…

Using data from the National Education Longitudinal Study of 1988 (NELS:88), this quantitative study examines the impact of reading test scores as it relates to high school completion for American students with emotional behavioral disability characteristics. By analyzing the impact reading test scores have for this population, educational leaders…

Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students' neurocognitive executive function (EF) capacities, perceived stress…

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…

The need for all students to have science, technology, engineering, arts, and mathematics (STEAM) experiences has translated into research examinations of what strategies and practices work in learning STEAM-related concepts and ideas. Through research, effective frameworks, strategies, and additional considerations have been identified for…

It is the position of the National Association of School Nurses (NASN) that student behavioral health and wellness must be prioritized for students to successfully access and engage in educational opportunities. It is imperative that school systems respond to, and address, student behavioral health and wellness to ameliorate disparities related to…

Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of…

The increase in enrollment in online programs for Grades K-12 students, including students with disabilities, requires teachers to consider how to provide effective online instruction. Although schools may offer students a fully online curriculum, teachers serve an essential role in supporting students with disabilities in meeting (a) learning…

Home-school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home-school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers…

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…

Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment…

Most students with emotional and behavioral disorders (EBD) have significant reading difficulties, but educators have few in-service professional learning opportunities geared to reading instruction for these students. The "Integrated Literacy Study Group" was developed as an online professional development program to prepare elementary…