Preventing Incarceration through Special Education and Mental Health Collaboration for Students with Emotional and Behavioral Disorders

2011 ◽  
pp. 82-106 ◽  
Author(s):  
Joseph C. Gagnon ◽  
Brian R. Barber
Keyword(s):  
Mental Health ◽  
Special Education ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders

Barriers and facilitators of obesity management in families of youth with emotional and behavioral disorders

2016 ◽  
Vol 22 (11) ◽  
pp. 1469-1479 ◽  
Author(s):  
Katelynn A Bourassa ◽  
Christine L McKibbin ◽  
Cynthia M Hartung ◽  
Kay L Bartholomew ◽  
Aaron A Lee ◽  
...  
Keyword(s):  
Mental Health ◽  
Behavioral Disorders ◽  
Management Practices ◽  
Psychiatric Symptoms ◽  
Emotional And Behavioral Disorders ◽  
Structured Interview ◽  
Mental Health Providers ◽  
Health Providers ◽  
Obesity Management ◽  
Mental Health Centers

While youth with emotional and behavioral disorders experience increased rates of obesity, few obesity interventions exist that are tailored to their needs. Qualitative methods were employed to elucidate obesity management practices in this population. In all, 56 participants (i.e. 21 youths with emotional and behavioral disorders, 20 caregivers of youth with emotional and behavioral disorders, and 15 mental health providers) were recruited from community mental health centers. Participants completed a demographic form and semi-structured interview regarding obesity-related behaviors. Barriers (e.g. psychiatric symptoms) and facilitators (e.g. social support) to obesity management were identified. These results highlight preferred intervention components for this unique population.

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.

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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