The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders

2004 ◽  
Vol 33 (4) ◽  
pp. 561-581 ◽  
Author(s):  
Amanda C. Strong ◽  
Joseph H. Wehby ◽  
Katherine B. Falk ◽  
Kathleen L. Lane
Keyword(s):  
Behavioral Disorders ◽  
Junior High ◽  
Emotional And Behavioral Disorders ◽  
Repeated Reading ◽  
Reading Curriculum ◽  
Junior High Students ◽  
The Impact

Teacher Reports of Verbal Aggression in School Settings Among Students With Emotional and Behavioral Disorders

2017 ◽  
Vol 27 (1) ◽  
pp. 52-64 ◽  
Author(s):  
Gregory G. Taylor ◽  
Stephen W. Smith
Keyword(s):  
Teacher Perceptions ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Verbal Aggression ◽  
Future Research ◽  
Verbal Aggressiveness ◽  
Teacher Reports ◽  
Perpetrators And Victims ◽  
The Impact ◽  
Problem Behavior In Schools

Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence, frequency, locations, bystander presence and interactions, student responses, and teacher assigned consequences for verbal aggressiveness. A majority of teachers indicated daily student-to-student and student-to-adult VA with students frequently reporting, complaining, or seeking advice. Teachers noted that VA takes place in multiple locations, with at least one bystander present, and they observed victim verbal retaliation and physical assaults. Teacher responses included redirection and verbal warnings. Few teachers reported instruction of alternative prosocial behaviors. We discuss the potential implications of these findings and the impact teacher perceptions may have on strategy selection when addressing VA. We propose a few areas for future research including teachers’ level of concern about the harmfulness of VA, the intent to harm when students with EBD engage in VA, the need for specialized teacher training, and the development of a conceptual framework to inform an integrated and substantive view of the VA phenomenon.

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

2019 ◽  
Vol 45 (1) ◽  
pp. 53-62
Author(s):  
Mitchell L. Yell
Keyword(s):  
School District ◽  
Behavior Problems ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Academic Difficulties ◽  
Free Appropriate Public Education ◽  
Education Act ◽  
Definition Of ◽  
And Behavior ◽  
The Impact

In 2017, the Supreme Court ruled on a special education case Endrew F. v. Douglas County School District. In this important case, the High Court addressed the degree of educational benefit necessary for a school district to fulfill the requirements for a free appropriate public education (FAPE) under the Individuals With Disabilities Education Act (IDEA). The ruling was especially meaningful for the field of emotional and behavioral disorders, because the plaintiff in this case, Endrew F., exhibited serious academic difficulties and behavior problems. In this article, I first analyze the IDEA’s definition of FAPE and the importance of addressing students’ behavior problems in their individualized education programs (IEPs) to provide a FAPE. Second, I examine the U.S. Supreme Court’s ruling in the Endrew decision, specifically addressing the impact of the school district’s failure to address a student’s behaviors in his IEP. Third, I discuss the implications of the Endrew ruling for developing and implementing IEPs for students with serious behavior problems. I end by advocating for changes in the upcoming reauthorization of the IDEA to bring the law into conformity with the spirit and letter of this important ruling.

scholarly journals Family Functioning in Families of Adolescents with Mental Health Disorders: The Role of Parenting Alliance

Children ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. 222
Author(s):  
Sofía Baena ◽  
Lucía Jiménez ◽  
Bárbara Lorence ◽  
Mᵃ Victoria Hidalgo
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Family Cohesion ◽  
Protective Factor ◽  
Emotional And Behavioral Disorders ◽  
Sociodemographic Factors ◽  
Family Processes ◽  
Parenting Alliance ◽  
The Impact

This study primarily examined the predictive role of emotional and behavioral disorders in family cohesion and the moderating role of parenting alliance. Adolescents’ mental health issues are a major concern, with important implications for individuals and their families. However, the impact of mental disorders on family processes has been less widely studied. Participants in this study were 72 parents of adolescent beneficiaries of mental health services. Questionnaires assessed family cohesion, parenting alliance, and sociodemographic factors. Results indicated that emotional and behavioral disorders did not have an influence on family cohesion. They also suggested that parenting alliance may be a protective factor for family cohesion. This paper highlights the role of parenting alliance as a potential protective factor in positive family processes. These findings support the importance of focusing on the parental subsystem in therapy, and the need to incorporate a positive parenting perspective when working with these families.

Postmodernism and Emotional and Behavioral Disorders: Distraction or Advancement?

1998 ◽  
Vol 23 (3) ◽  
pp. 171-177 ◽  
Author(s):  
George Sugai
Keyword(s):  
Individual Differences ◽  
Social Behavior ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Scientific Data ◽  
Educational Policies ◽  
Educational Programming ◽  
The Impact

Because students with emotional and behavioral disorders (E/BD) present significant academic and social behavior challenges for educators, solutions are likely to be incremental, slow, and expensive, and educational programming must be direct, effective, and efficient. The postmodern perspective offers a solution that emphasizes individual differences, particularity, irregularity, and divergence. In response to the postmodern perspective, this article offers two main considerations. First, we must increase, rather than decrease, our dependence on scientific data and theories to guide educational policies and research efforts. Second, we must assume responsibility for measuring and owning the impact of our actions and decisions on the lives of students with E/BD and their families and communities. The value of our empirical tradition, the need to continue this perspective, and the potential perils of assuming a postmodern perspective when educating students with E/BD are discussed.

Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 27 (2) ◽  
pp. 74-81 ◽  
Author(s):  
John William McKenna ◽  
Elizabeth Bettini
Keyword(s):  
Secondary Students ◽  
Behavioral Disorders ◽  
Reading Fluency ◽  
Reading Skills ◽  
Reading Interventions ◽  
Emotional And Behavioral Disorders ◽  
Repeated Reading ◽  
Individual Student ◽  
Intensive Intervention ◽  
Potential Component

Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions.

Impact of COVID-19 on the mental health among children in China with specific reference to emotional and behavioral disorders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Varsha Agarwal ◽  
Ganesh L. ◽  
Sunitha B.K.
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Negative Impact ◽  
Emotional And Behavioral Disorders ◽  
Children’S Mental Health ◽  
Children's Mental Health ◽  
Specific Reference ◽  
Poor Sleep ◽  
Content Type ◽  
The Impact

Purpose This paper aims to investigate impact of coronavirus COVID-19 on children’s mental health specifically emotional and behavioral disorders. It aims at identifying the main disorders faced by children during epidemics and suggests recommendations to nurture resilience among children and involving them in various positive activities. Design/methodology/approach This study is based on review of literature focused on COVID-19. Recent articles related to coronavirus or COVID-19 and psychological distress among children were included to draw conclusion and impact of COVID-19 on mental health of children. Due to the limited availability of studies on CONID-19 impact on mental health of children, studies focused on recent pandemic were focused. Findings The identified literature reports a negative impact of COVID-19 on individual’s mental health. Relatives’ health, poor appetite, fear of asking questions about epidemics, agitation, clinginess, physical discomfort, nightmares and poor sleep, inattention and separation issues were among the major psychological conditions analyzed. Personal attributes such as resilience, should be nurtured so that children will be empowered to manage difficult situations such as traumas and disappointments. Several measures were suggested by pediatricians in China to family members and parents such as playing games with children to reduce feeling of loneliness, increased communication to address their concerns and fears, promoting and encouraging physical activities and involving in musical activities to reduce fear, worry and stress among children. Originality/value Coronavirus is new pandemic and growing rapidly. most of the research studies are focused on physical health of individuals, but mental health concept has bene overlooked. This study helps to broaden the scope of research on children's mental health by examining the impact of COVID-19.

scholarly journals The impact of vocational training on transition-aged adults

2018 ◽  
Vol 13 (6) ◽  
pp. 307-317 ◽  
Author(s):  
Radames Carlo Jr ◽  
Rocky J. Dwyer
Keyword(s):  
Behavioral Disorders ◽  
Vocational Training ◽  
Employment Status ◽  
Emotional And Behavioral Disorders ◽  
Transitional Period ◽  
Transition Age Youth ◽  
Content Type ◽  
Transition Age ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to examine the difference in attaining and maintaining employment between transition age youth (ages 19–22) with emotional and behavioral disorders (EBDs) completing and not completing vocational training. Design/methodology/approach A quantitative causal-comparative research design using existing data extracted from the National Longitudinal Transitional Study-2 (NLTS-2) via a restricted data use license issued by the National Center Special Education Research, Institution of Education Sciences, US Department of Education. One-way ANCOVA and multiple regression analysis with one independent variable and six control variables were used for the study. Findings The results showed there is a significant difference in employment status between transition age youth with EBDs completing vocational training as compared to non-completion of vocational training, controlling for gender, race, age, mental health services, academic achievement and prior work experience. Individuals who completed vocational training are more likely employed after two years, than those who had not completed vocational training. Originality/value The outcomes of the study showed that vocational training during the transitional period had a positive impact on outcomes such as employment status, participation in job skills programs and perceived preparedness for employment. These findings support the idea that vocational training during the secondary school period is an effective way to scaffold support for the transitional period. As a result, these findings justify the use of vocational training as part of the transitional preparation for students with emotional and behavioral disorders.

scholarly journals Understanding Parent–School Communication for Students with Emotional and Behavioral Disorders

2017 ◽  
Vol 9 (1) ◽  
pp. 122-131 ◽  
Author(s):  
Rohanna Buchanan ◽  
Miriam Clark
Keyword(s):  
Behavioral Disorders ◽  
Day Treatment ◽  
Emotional And Behavioral Disorders ◽  
Critical Factor ◽  
Effective Communication ◽  
School Students ◽  
School Communication ◽  
Barriers To Communication ◽  
The Impact ◽  
Students With Ebd

Background:Parents of children with Emotional and Behavioral Disorders (EBD) often face barriers to effective communication with schools. They often feel blamed or stigmatized for their children’s behavior and, while advocating, can feel adversarial with the school.Objective:The current study aims to describe current communication for parents and teachers of students with EBD, identify parent–school communication barriers, and identify characteristics of effective parent–school communication.Method:We conducted 15 semi-structured, qualitative interviews with parents and teachers of students with EBD. Interview questions focused on descriptions of the tone of their current communication, perceived barriers to communication, and ideas for effective approaches to communication. All interviews were audio-recorded, transcribed verbatim, and coded.Results:Results show that parents’ feelings about their current parent–school communication varied by the type of school students were attending: day-treatment, neighborhood, military charter, or private treatment school. Both parents and teachers brought up complex issues with parent–school communication related to school culture and the impact of parents’ prior negative experiences communicating with schools. Parents and teachers identified barriers to communication and suggestions for effective communication related to technology, institutional issues, time, parents’ and teachers’ lack of interest in communicating, and school proximity to home.Conclusion:Parents and teachers identified parent–school communication as a critical factor to promote children’s school success. Three broad recommendations emerged from the interviews targeting malleable factors to increase effective parent–school communication. We also discuss limitations and implications for practice.

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