scholarly journals A Matching Model for Educating the Emotionally Disturbed and Behaviorally Disordered

2018 ◽  
Vol 10 (3) ◽  
Author(s):  
H. Lyndall Rich
Keyword(s):  
Emotionally Disturbed ◽  
Matching Model ◽  
Behaviorally Disordered

Teachers' Ratings of Students' Behaviors: What Constitutes Behavior Disorder in School?

1984 ◽  
Vol 10 (1) ◽  
pp. 9-19 ◽  
Author(s):  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
James M. Kauffman
Keyword(s):  
Emotionally Disturbed ◽  
Behavior Disorder ◽  
Cutoff Score ◽  
Adjustment Problems ◽  
Behaviorally Disordered ◽  
Prevalence Estimates ◽  
Definition Of ◽  
Made In

Behaviorally disordered and nonhandicapped students of both sexes and three age levels were assessed for adjustment problems, using a teacher-completed checklist. This permitted prevalence estimates for each of the adjustment problems represented on the checklist and for total problems, separately for behaviorally disordered and nonhandicapped students in each of the six age-sex subgroupings. Statistical comparisons of prevalence were made in each of these age-sex subgroupings as well. Finally, the value of a cutoff score procedure based on total problems was examined as a method for identifying the behaviorally disordered student. Results show that on most of the checklist items significantly more behaviorally disordered students experienced problems than the nonhandicapped students. Among the behaviorally disordered students, there were relatively few differences between sexes and age levels. Problems noted for the behaviorally disordered appear to be compatible with the PL 94-142 definition of seriously emotionally disturbed. Using a cutoff score based on total problems seems to have merit for some age-sex subgroups.

The Effects of Self-Monitoring of Academic Accuracy and Productivity on the Performance of Students with Behavioral Disorders

1993 ◽  
Vol 18 (4) ◽  
pp. 241-250 ◽  
Author(s):  
Sonya C. Carr ◽  
Rebecca P. Punzo
Keyword(s):  
Academic Performance ◽  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Male Students ◽  
Behaviorally Disordered ◽  
Self Monitoring ◽  
Baseline Design ◽  
Task Behavior ◽  
Monitoring Procedure ◽  
On Task Behavior

The purpose of this study was to investigate the effects of a self-monitoring of academic accuracy and productivity procedure on the academic performance and on-task behavior of three male students classified as behaviorally disordered/emotionally disturbed. Students were taught to self-monitor in each of three successive academic areas: reading, mathematics, and spelling. A multiple baseline design was used to assess the effectiveness of the intervention. Students made gains in academic accuracy, productivity, and on-task behavior and improvements were observed across all subject areas. The results of this study indicate that the self-monitoring procedure can be used effectively in special education classes for students with behavioral disorders to enhance academic performance and to support on-task behavior.

Types of Service Delivery Models Used in the Reintegration of Severely Emotionally Disturbed/Behaviorally Disordered Students

1987 ◽  
Vol 12 (2) ◽  
pp. 99-103 ◽  
Author(s):  
William W. Swan ◽  
Carvin L. Brown ◽  
Robert T. Jacob
Keyword(s):  
High School ◽  
General Education ◽  
Emotionally Disturbed ◽  
Behaviorally Disordered ◽  
Service Delivery Models ◽  
Severely Emotionally Disturbed ◽  
Restrictive Settings ◽  
Delivery Models ◽  
Elementary And Middle School ◽  
The Continuum

Results are reported on a study in which the reintegration of 382 severely emotionally disturbed/behaviorally disordered students into less restrictive programs was examined to determine (a) where the reintegrated students were placed along the continuum of services; (b) the extent to which the school groups of students were related to the types of placement; and (c) the type of exceptionality identified at the time of reintegration. Results indicate that the expected continuum of services (most to least restrictive) was reversed during the reintegrative process with the predominant placement being full integration followed in descending order by resource class and self-contained class placements. Over half (52%) of the preschool group were reintegrated directly into general education, while over a third of the elementary and middle school (34%) and high school (43%) groups were reintegrated directly into general education. Of those reintegrated into less restrictive special education settings, 56% continued as severely emotionally disturbed/behaviorally disordered students, indicating that most students are not reclassified with other handicapping conditions when they are reintegrated into less restrictive settings.

Caseloads of Teachers of Students with Behavioral Disorders

1993 ◽  
Vol 18 (2) ◽  
pp. 103-109 ◽  
Author(s):  
Bob Algozzine ◽  
Jo M. Hendrickson ◽  
Robert A. Gable ◽  
Richard White
Keyword(s):  
Special Education ◽  
Student Achievement ◽  
School Districts ◽  
Emotionally Disturbed ◽  
Regular Education ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Students With Special Needs ◽  
Behaviorally Disordered ◽  
Future Studies

There is mounting concern among professionals in special education about where students with special needs receive services. The relative dearth of empirical data to guide states, school districts, and teacher preparation programs as teacher roles and instructional responsibilities are redefined is sorely evident. In this study, a factor likely to affect student achievement in special and general classrooms was evaluated. Caseloads were examined for teachers of students classified as seriously emotionally disturbed/behaviorally disordered to compare current service delivery across states and to evaluate hypothetical predictions of student achievement based on different teacher-pupil ratios. The average special education caseload was lower than the student/teacher ratio reported for regular education; the average number of seriously emotionally disturbed/behaviorally disordered students per teacher ranged from 3.1 to 35.0. Based on these figures, hypothetical relations between caseload and predicted student achievement were evaluated. As caseload increased, predicted achievement decreased (in z-score units) and practical differences were evident between states with large differences in caseloads. Implications of the present and suggested future studies are offered.

Mainstreaming Young Emotionally Disturbed Children: Rationale and Restraints

1978 ◽  
Vol 3 (3) ◽  
pp. 178-185 ◽  
Author(s):  
Samuel J. Meisels ◽  
Seymour J. Friedland
Keyword(s):  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Teacher Behaviors ◽  
Regular Classroom ◽  
Behaviorally Disordered ◽  
Classroom Structure ◽  
Regular Classrooms ◽  
Therapeutic Needs ◽  
General Conditions ◽  
Emotionally Disturbed Children

Young emotionally disturbed children have only recently been intentionally integrated into regular classrooms. In this paper, reasons are presented concerning why young behaviorally disordered children have not previously been identified or assisted in participating in mainstreamed classrooms. It is argued that in order for these children to profit from the experience of the regular classroom, two general conditions must be met. First, the regular classroom structure, typical teacher behaviors and established patterns of relationships with parents must be modified. Second, the potential of a modified regular classroom to meet all of the therapeutic needs of young disturbed children should be carefully assessed. The addition of a specialized clinical milieu may be a necessary concomitant of mainstreaming for many children with behavioral disorders.

The Effects of Differential Labeling on Professional Concepts and Attitudes toward the Emotionally Disturbed/Behaviorally Disordered

1983 ◽  
Vol 8 (3) ◽  
pp. 191-198 ◽  
Author(s):  
David Feldman ◽  
Lloyd Kinnison ◽  
Robert Jay ◽  
Robert Harm
Keyword(s):  
Emotionally Disturbed ◽  
Target Group ◽  
Behaviorally Disordered ◽  
Life Chances

An investigation was undertaken to ascertain whether preservice and inservice educators' perceptions of the emotionally disturbed/behaviorally disordered would be influenced within a multidimensional framework by differentially labeling the target group. The results strongly suggest that the ED/BD categorical label was a significant factor in the mainstreaming potential, overall life chances, and educability for each target group.

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