Assessing the outcomes of parent-and provider-designed systems of care for children with emotional and behavioral disorders

1994 ◽  
Vol 65 (4) ◽  
pp. 257-272 ◽  
Author(s):  
Mary E. Evans ◽  
Mary I. Armstrong ◽  
Fiona Thompson ◽  
Jung-Kyu Lee
1995 ◽  
Vol 20 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Jennifer Soderlund ◽  
Michael H. Epstein ◽  
Kevin P. Quinn ◽  
Carla Cumblad ◽  
Sonya Petersen

Concern about the educational, legal, and psychological/social problems experienced by children and youth with emotional and behavioral disorders (EBD) has led to the development of new approaches to serving these youngsters and their families. One new approach includes the evolution of a comprehensive, community-based system of care. This study solicited parent participation in a county-wide needs assessment designed to create the foundation for the development of a comprehensive system of care. Parents (N = 121) were surveyed to obtain their perceptions of their contacts with various service agencies as well as to gather their input into how comprehensive services could best be designed and implemented. Overall, parents viewed the services their family had received as favorable. However, their needs and concerns focused on obtaining information about community services, finding recreational activities for parents and children, and locating transition programs and alternative schooling for their children. The information presented will prove helpful for policy makers, agency administrators, and school personnel developing systems of care to more effectively address the needs of children with EBD and their families.


2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott

Students who are actively engaged in learning have a higher probability of academic and behavioral success in the classroom. One effective teaching practice that increases student engagement is providing students with frequent opportunities to respond (OTR). This article provides practitioners with a range of OTR strategies that include verbal, non-verbal, and partner responses. In addition, recommendations are provided on how these strategies can be effectively implemented in inclusive classrooms to increase engagement of students with school-based behavior problems, including those with and at risk for emotional and behavioral disorders.


2021 ◽  
pp. 107429562110218
Author(s):  
Tia N. Barnes ◽  
Christina Cipriano ◽  
Yu Xia

Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.


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