Using Social Stories with Students with Social, Emotional, And Behavioral Disabilities: The Promise and the Perils

2017 ◽  
Vol 27 (2) ◽  
pp. 133-148 ◽  
Author(s):  
Justin D. Garwood ◽  
Christopher L. Van Loan
Keyword(s):  
Social Stories ◽  
Behavioral Disabilities ◽  
Social Emotional ◽  
Emotional And Behavioral Disabilities

scholarly journals Inclusion of Students With Learning, Emotional, and Behavioral Disabilities Through Strength-Based Approaches

2018 ◽  
Vol 55 (1) ◽  
pp. 46-51
Author(s):  
Justin D. Garwood ◽  
Abby A. Ampuja
Keyword(s):  
General Education ◽  
Growth Mindset ◽  
Behavioral Disabilities ◽  
Inclusive Classroom ◽  
Deficit Thinking ◽  
Students With Learning Disabilities ◽  
Emotional And Behavioral Disabilities ◽  
General Education Setting ◽  
Strength Based ◽  
Students With Ld

As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and instead use strengths-based thinking. This column explains the meaning of growth mindset theory and includes a rationale that explains why this approach may be particularly beneficial for students with LD and EBD. A brief review of past studies investigating the use of growth mindset that highlights the positive potential of this inexpensive, easy-to-implement approach is presented. Finally, a nine-step process for incorporating a growth mindset into the inclusive classroom setting is provided and tools to be used by teachers working with students with LD and EBD are included.

Youth, Caregiver, and Staff Perspectives on an Initiative to Promote Success of Emerging Adults with Emotional and Behavioral Disabilities

2014 ◽  
Vol 43 (4) ◽  
pp. 582-596 ◽  
Author(s):  
Kathleen F. Stein ◽  
Elizabeth H. Connors ◽  
Kerri L. Chambers ◽  
Charmaine L. Thomas ◽  
Sharon H. Stephan
Keyword(s):  
Emerging Adults ◽  
Behavioral Disabilities ◽  
Emotional And Behavioral Disabilities

scholarly journals A Conceptual Framework: Creating Socially Just Schools for Students with Emotional and Behavioral Disabilities

2019 ◽  
Vol 9 (5) ◽  
pp. 113
Author(s):  
Kirstine J. Melloy ◽  
Francie R. Murry
Keyword(s):  
Social Justice ◽  
Public Education ◽  
Behavioral Disabilities ◽  
Positive Behavior ◽  
Behavior Interventions ◽  
Emotional And Behavioral Disabilities ◽  
Positive Behavior Interventions ◽  
Social Justice Allies ◽  
To Receive ◽  
Students With Ebd

Students with emotional and behavioral disabilities (EBD) are among the most marginalized group of students in ourschools. In essence, students with EBD are often denied their civil right to a free and appropriate public education(FAPE) which is a social justice issue. Teachers who become social justice allies are more likely to create a sociallyjust school when they promote the implementation of multi-tiered systems of support (MTSS) throughevidence-based practices (EBP) for positive behavior interventions and supports through a social justice lens.Implementing these interventions while being social justice allies in socially just schools offer the best opportunityfor students with EBD to receive an equitable and socially just education in schools thereby achieving social justiceregarding their civil right to a FAPE.

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