This study provides an illustration of a research design complementary to randomized controlled trial to evaluate program effects, namely, participatory peer research (PPR). The PPR described in current study was carried out in a small sample (N = 10) of young adults with mild intellectual disabilities (MID) and severe behavioral problems. During…

Students with emotional and behavioral disorders (EBD) have been reported to benefit greatly from participating in general education science classrooms. However, behaviors that this group of students present are frequently cited as reasons for excluding them in such settings. In this study, three novice middle school science teachers received…

This study compared maternal responsiveness to children with two neurodevelopmental disorders sharing different but, in some cases, overlapping social phenotypes--Williams syndrome (WS) and autism spectrum disorder (ASD)--and explored the relations between maternal responsiveness and child emotional/behavioural problems (EBP). The sample included…

Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns…

Title II of the Americans With Disabilities Act of 1990 requires that state and local agencies refrain from the discrimination of individuals with disabilities by providing them with services in the most integrated setting appropriate. Despite this mandate, state and local education agencies across the country engage in practices that could be…

Given the importance of engagement and impact of problem behavior on young children's behavioral, social, and academic development, these two behaviors are often observed and measured in early childhood settings. The purpose of this brief report is to describe the findings from an examination of the use of multiple direct observation methods to…

The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined…

Self-regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self-regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty-six studies published in 35…

With specific learning difficulties more prevalent than ever in mainstream schools, this is the essential guide for teachers wishing to create inclusive and successful learning environments in diverse classrooms. Focusing on promoting acceptance and self-esteem of each child rather than on labelling their difficulties, it shows how to make good…

National rates of juvenile incarceration show that about 33% of the population in correctional confinement has disabilities such as behavioral disorders or specific learning disabilities. All students identified under the Individuals with Disabilities Education Improvement Act (IDEIA) as having a disability are entitled to special education and…

The purpose of this qualitative study is to explore teacher perceptions regarding the influence of specialized training and Emotional Behavior Disorder (EBD) programming to support students with special needs who have also experienced trauma. This study used purposeful sampling to select two elementary schools housing the EBD program targeted in…

Residential schools for students with emotional and behavioral disorders have been steadily evolving since the beginning of the 20th Century. Traditional behavioral approaches involving physical restraint and confinement have been replaced with more humanistic interventions involving positive reinforcement. This article traces this transformative…

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring…

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, though this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…