scholarly journals A Survey of Educators Serving Students With Emotional and Behavioral Disorders During the Covid-19 Pandemic

2021 ◽  
pp. 019874292110167
Author(s):  
Shanna E. Hirsch ◽  
Allison L. Bruhn ◽  
Sara McDaniel ◽  
Hannah M. Mathews
Keyword(s):  
Behavioral Disorders ◽  
Service Providers ◽  
Emotional And Behavioral Disorders ◽  
School Psychologist ◽  
School Personnel ◽  
School Site ◽  
Communication Instruction ◽  
Related Service ◽  
K 12 ◽  
Assessment Strategies

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel serving students with EBD reported using a variety of communication, instruction, and assessment strategies. Several strategies special educators reported using were significantly different than those provided by related service providers (e.g., school psychologist, counselor) during school site closures. Implications for future planning, policy, and research are discussed.

scholarly journals A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

2018 ◽  
Vol 8 (4) ◽  
pp. 170 ◽  
Author(s):  
Soonhwa Seok ◽  
Boaventura DaCosta ◽  
Mikayla McHenry-Powell ◽  
Linda Heitzman-Powell ◽  
Katrina Ostmeyer
Keyword(s):  
Systematic Review ◽  
Quality Indicators ◽  
Behavioral Disorders ◽  
Video Modeling ◽  
Evidence Based Practice ◽  
Emotional And Behavioral Disorders ◽  
Future Research ◽  
Evidence Based ◽  
K 12 ◽  
Students With Ebd

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

scholarly journals Concussion competencies: a training model for school-based concussion management

Concussion ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. CNC61 ◽  
Author(s):  
Arthur Maerlender ◽  
Jonathan D Lichtenstein ◽  
Jennifer Parent-Nichols ◽  
Kate Higgins ◽  
Peggy Reisher
Keyword(s):  
Service Providers ◽  
School Personnel ◽  
Training Model ◽  
Behavioral Management ◽  
Roles And Responsibilities ◽  
Concussion Management ◽  
Key Stakeholders ◽  
Related Service ◽  
Knowledge Competencies ◽  
Amount Of Knowledge

This study reports on the use of ten knowledge competencies related to the behavioral management of concussion in schools. Trainings using these competencies as learning objectives were delivered to school personnel. This aims of the use of competencies in this way are to streamline the education of key stakeholders, to establish clear roles and responsibilities for constituents and equip individuals working with students following a concussion with the relevant knowledge to optimize outcomes. The majority of participants, primarily speech language pathologists working as related service providers in the schools where the trainings occurred, judged the use of the competencies to be informative and useful to their practice both immediately following the training and at a 5-month follow-up. The greatest gains in knowledge were noted by those participants self-reporting the least amount of knowledge pre-training. Participants also ranked the perceived value and relative importance of each of the ten competencies.

Parental Perspectives on Comprehensive Services for Children and Youth with Emotional and Behavioral Disorders

1995 ◽  
Vol 20 (3) ◽  
pp. 157-170 ◽  
Author(s):  
Jennifer Soderlund ◽  
Michael H. Epstein ◽  
Kevin P. Quinn ◽  
Carla Cumblad ◽  
Sonya Petersen
Keyword(s):  
Behavioral Disorders ◽  
Systems Of Care ◽  
Emotional And Behavioral Disorders ◽  
School Personnel ◽  
Community Services ◽  
System Of Care ◽  
Children And Youth ◽  
Policy Makers ◽  
Parents And Children ◽  
Comprehensive Services

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.

scholarly journals Academic Achievement of K-12 Students with Emotional and Behavioral Disorders

2004 ◽  
Vol 71 (1) ◽  
pp. 59-73 ◽  
Author(s):  
J. Ron Nelson ◽  
Gregory J. Benner ◽  
Kathleen Lane ◽  
Benjamin W. Smith
Keyword(s):  
Academic Achievement ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
K 12

scholarly journals Meeting the Needs of Students With Emotional and Behavioral Disorders During the COVID-19 School Closures

2022 ◽  
pp. 019874292110674
Author(s):  
Allison Bruhn ◽  
Youn-Jeng Choi ◽  
Sara McDaniel ◽  
Hannah Morris Mathews ◽  
Shanna Eisner Hirsch
Keyword(s):  
Behavioral Disorders ◽  
Service Providers ◽  
School Level ◽  
Individualized Education Programs ◽  
Social Emotional ◽  
School Closures ◽  
Response Strategies ◽  
Global Pandemic ◽  
Behavioral Needs ◽  
Related Service

The COVID-19 global pandemic left many educators making an emergency transition to remote instruction when schools were initially closed. Although this transition was likely difficult for most students, it may have been particularly difficult for students with emotional or behavioral disorders who have complex and resource-intensive social, emotional, and behavioral needs. The purpose of this study was to examine the extent to which special educators and related service providers felt they were able to meet those needs in the context of the pandemic occurring in the Spring of 2020. Results indicated respondents’ perceptions of their ability to meet students’ needs and implement their students’ individualized education programs (IEPs) were moderated by policies on remote instruction and students’ access to technology. In addition, respondents suggested district- and school-level response strategies, professional development on remote instruction, access to the internet at home, and additional technology would be helpful in future school closures. Implications and limitations are discussed.

Students With Emotional and Behavioral Disorders and Verbal Aggression: Why School Professionals Should Care and What They Can Do

2021 ◽  
pp. 107429562110214
Author(s):  
Megan R. Worth ◽  
Stephen W. Smith ◽  
Daniel V. Poling
Keyword(s):  
Behavioral Disorders ◽  
Physical Aggression ◽  
Emotional And Behavioral Disorders ◽  
School Personnel ◽  
Verbal Aggression ◽  
Adverse Outcomes ◽  
School Professionals ◽  
Effective Interventions ◽  
High Prevalence ◽  
Prevalent Form

Verbal aggression (VA) is the most prevalent form of aggression perpetrated, experienced, and witnessed by students with victims experiencing a variety of adverse outcomes. Furthermore, VA is known to contribute to physical aggression, especially for students with emotional and behavioral disorders. Despite the high prevalence, researchers suggest that school personnel may not understand the harmful nature of VA. We summarize research about VA, suggest schoolwide initiatives, and propose effective interventions for perpetrators, victims, and bystanders.

Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

2020 ◽  
Vol 5 (1) ◽  
pp. 290-303
Author(s):  
P. Charlie Buckley ◽  
Kimberly A. Murza ◽  
Tami Cassel
Keyword(s):  
Data Analysis ◽  
Professional Learning ◽  
Social Communication ◽  
Special Educators ◽  
Service Providers ◽  
Integrative Approach ◽  
Theory Approach ◽  
Learning Program ◽  
Speech Language Pathologists ◽  
Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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