School-Based Wraparound for Students with Emotional and Behavioral Challenges

1997 ◽  
Vol 63 (4) ◽  
pp. 539-555 ◽  
Author(s):  
Lucille Eber ◽  
C. Michael Nelson ◽  
Patricia Miles
Keyword(s):  
Special Education ◽  
School Districts ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
The State ◽  
Educational Services ◽  
Behavioral Challenges ◽  
School Based ◽  
Pilot School ◽  
Emotional And Behavioral Challenges

In this article, we describe a process, wraparound planning, for extending educational services to students with emotional and behavioral disorders (EBD) and their families which allows the children to remain in their home communities and schools. A merger of community and school-based wraparound has been established in the La Grange Area Department of Special Education (LADSE) and currently is being implemented in pilot school districts throughout the state of Illinois. Guidelines for implementing school-based wraparound for students with EBD are provided, and implications for the organization of schools to facilitate the wraparound approach are discussed.

Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms

2021 ◽  
pp. 105345122110249
Author(s):  
Todd Whitney ◽  
Kera B. Ackerman ◽  
Justin T. Cooper ◽  
Terrance M. Scott
Keyword(s):  
At Risk ◽  
Student Engagement ◽  
Behavior Problems ◽  
Effective Teaching ◽  
Behavioral Disorders ◽  
Teaching Practice ◽  
Emotional And Behavioral Disorders ◽  
Inclusive Classrooms ◽  
Opportunities To Respond ◽  
School Based

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.

scholarly journals Transitioning From Alternative Education Settings: A Process for Students With Behavioral Challenges

2020 ◽  
Vol 56 (1) ◽  
pp. 29-35 ◽  
Author(s):  
Sarah Wilkinson ◽  
Skip Kumm ◽  
Sara McDaniel
Keyword(s):  
Alternative Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Traditional School ◽  
Student Progress ◽  
Behavioral Challenges ◽  
Collaborative Team ◽  
Disability Categories

Students with emotional and behavioral disorders (EBD) experience some of the poorest outcomes of all students. They are also placed in alternative education (AE) settings more frequently than students in other disability categories. For some of these students, the ultimate goal is to return to the traditional school. A systematic, five-part process provides a framework that begins with planning for transition upon entry to an AE program and proceeds through monitoring student progress after returning to the traditional school. The process allows educators, students, and parents to work as a collaborative team to support youth transitioning from an AE setting to a traditional school.

Problems Related to Underservice: A Rejoinder

2009 ◽  
Vol 34 (3) ◽  
pp. 172-180 ◽  
Author(s):  
James M. Kauffman ◽  
Richard L. Simpson ◽  
Devery R. Mock
Keyword(s):  
Personal Identity ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children And Youth ◽  
Educational Services ◽  
Objective Data ◽  
Overwhelming Evidence ◽  
Central Argument

Objective data provide overwhelming evidence that children and youth with emotional and behavioral disorders (EBD) are underidentified and underserved. This was the central argument in our November 2007 Forum article to which Harry, Hart, Klingner, Cramer, and Sturges responded. In this rejoinder, we continue to assert the dramatic need to offer appropriate educational services to all children with EBD independent of their personal identity and characteristics. Although we identify areas of agreement with Harry et al., we challenge many of their assertions related to our article and continue to affirm that underservice of learners with EBD is the greatest challenge.

Evidence-Based and Culturally Sustaining Practices for Diverse Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Vandana Nandakumar ◽  
Nikita McCree ◽  
Ambra L. Green
Keyword(s):  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Evidence Based ◽  
Diverse Students ◽  
Special Education Services ◽  
Education Services ◽  
Diverse Backgrounds ◽  
To Receive ◽  
Referrals For Special Education

Children from diverse backgrounds are more likely to receive special education services for emotional or behavioral disorders. These data validate the research that advocates for practitioners to use evidence-based and culturally sustaining practices. This article discusses how strategically implemented, evidence-based, and culturally sustaining practices can assist in preventing inaccurate referrals for special education services.

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

2021 ◽  
pp. 105345122110510
Author(s):  
Joseph John Morgan ◽  
Alain Bengochea ◽  
Johnny Reed
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Urban Communities ◽  
Behavioral Disorders ◽  
Special Education Teachers ◽  
Emotional And Behavioral Disorders ◽  
Urban Environments ◽  
School Intervention ◽  
Asset Mapping ◽  
Mapping Process

Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

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