Academic outcomes for students with emotional disturbance

2008 ◽  
Author(s):  
Melissa L. Tester ◽  
Stewart Pisecco
Keyword(s):  
Emotional Disturbance ◽  
Academic Outcomes ◽  
Students With Emotional Disturbance

School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

2009 ◽  
Vol 19 (4) ◽  
pp. 451-461 ◽  
Author(s):  
Andrew L. Wiley ◽  
Gary N. Siperstein ◽  
Steven R. Forness ◽  
Frederick J. Brigham
Keyword(s):  
Social Skills ◽  
Problem Behavior ◽  
Emotional Disturbance ◽  
School Context ◽  
Students With Emotional Disturbance

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

scholarly journals Predicting Positive Outcomes for Students With Emotional Disturbance

2004 ◽  
Vol 9 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Amanda B. Nickerson ◽  
Amy M. Brosof ◽  
Valerie B. Shapiro
Keyword(s):  
Emotional Disturbance ◽  
Positive Outcomes ◽  
Students With Emotional Disturbance

Isolation Timeout Used with Students with Emotional Disturbance

1995 ◽  
Vol 61 (4) ◽  
pp. 353-363 ◽  
Author(s):  
Virginia Costenbader ◽  
Margery Reading-Brown
Keyword(s):  
Emotional Disturbance ◽  
Behavioral Control ◽  
Control Measure ◽  
Demographic Variables ◽  
Older Students ◽  
Control Intervention ◽  
Students With Emotional Disturbance ◽  
Relationship Of ◽  
The Relationship ◽  
Academic Year

This 1-year-long study investigated the use of isolation timeout as a behavioral control intervention in a special educational facility. Subjects were 156 students with emotional disturbance. The relationship of timeout to demographic variables was examined for a subsample of 73 students. Results indicate that 13,000 separate timeouts occurred over the academic year. Average time in isolation was 23 hr per student. Older students in more restrictive placements were found to spend significantly more time in isolation than were other groups, though much of this difference was due to voluntary timeouts. Alternatives to timeout as a behavior control measure are discussed.

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