Differences in Drinking Expectancies and Motives for Regular Education and Special Education High School Students with Emotional/Behavioral Disorders

2012 ◽  
Vol 42 (1) ◽  
pp. 13-32
Author(s):  
Jeff Laurent ◽  
Colin R. Harbke ◽  
Dawn Blake ◽  
Salvatore J. Catanzaro
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Behavioral Disorders ◽  
Regular Education ◽  
Emotional Behavioral Disorders ◽  
School Students

A Statewide Examination of Secondary Special Education for Students with Mild Disabilities: Implications for the High School Curriculum

1987 ◽  
Vol 54 (2) ◽  
pp. 122-129 ◽  
Author(s):  
Andrew S. Halpern ◽  
Michael R. Benz
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
Special Education Teachers ◽  
School Curriculum ◽  
Sources Of Information ◽  
School Students ◽  
High School Curriculum ◽  
Mild Disabilities ◽  
Education Administrators

This article reports the partial findings of a statewide survey of high school special education programs for students with mild disabilities. The focus of this article is on the curriculum. Three sources of information were tapped for this study: (a) special education administrators, (b) high school special education teachers, and (c) parents of high school students with mild disabilities. The return rates were very high: 91%, 89%, and 45% of the three groups, respectively. Four basic topics concerning the curriculum were investigated: (a) its focus and content, (b) discrepancies between availability and utilization, (c) barriers to mainstreaming, and (d) conditions required for improvement. Both data and recommendations with respect to these topics are presented.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems

1999 ◽  
Vol 20 (5) ◽  
pp. 309-318 ◽  
Author(s):  
Lynn S. Fuchs ◽  
Douglas Fuchs ◽  
Sarah Kazdan
Keyword(s):  
High School ◽  
Special Education ◽  
Reading Comprehension ◽  
High School Students ◽  
Learning Strategies ◽  
Reading Fluency ◽  
Outcome Measurement ◽  
Peer Assisted Learning ◽  
School Students ◽  
Peer Assisted Learning Strategies

This study examined the effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading, when PALS is implemented with secondary-level students in remedial and special education classes. Teachers were assigned to PALS ( n = 9 classes) and contrast ( n = 9 classes) treatments. Teachers implemented PALS with their entire classes five times every 2 weeks, for 16 weeks. To designate research participants for outcome measurement, teachers identified all students whose reading instructional levels were Grades 2 through 6. Reading comprehension and fluency were measured before and after treatment; beliefs were indexed after treatment. Analyses of variance indicated that, compared to contrast counterparts, PALS students grew more on reading comprehension and reported more positive beliefs about working hard to improve reading. However, PALS and contrast students grew comparably on reading fluency and reported similar beliefs about being and wanting to become better readers. Implications are discussed for developing effective forms of peer-mediated instruction for use in high school remedial and special education classes.

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

2020 ◽  
pp. 104420732093480
Author(s):  
Nicholas A. Gage ◽  
Dennis A. Kramer ◽  
Kaci Ellis
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Climate ◽  
Behavioral Disorders ◽  
Multilevel Models ◽  
Emotional And Behavioral Disorders ◽  
Climate Data ◽  
School Students ◽  
Perceptions Of School

Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

Behavioral Self-Regulation: A Comparison of Goals and Self-Monitoring for High School Students With Disabilities

2021 ◽  
pp. 106342662110514
Author(s):  
Sara Estrapala ◽  
Allison Leigh Bruhn ◽  
Ashley Rila
Keyword(s):  
High School ◽  
Special Education ◽  
High School Students ◽  
General Education ◽  
Academic Engagement ◽  
Single Case ◽  
Self Regulation ◽  
School Students ◽  
Self Monitoring ◽  
Multiple Probe

High school students, particularly those with disabilities, often struggle with academic engagement in general education classes. One empirically supported method for improving academic engagement includes self-regulation interventions. However, individual effects of frequently used self-regulation strategies’ goal setting and self-monitoring remain unknown. To address this issue, we implemented a multiple-probe single-case design with embedded alternating treatments to evaluate the differential impact of behavioral goal reminders and self-monitoring. The sample included three high school students with emotional or behavioral disorders (EBD) in general education classes who also received special education services. Innovative approaches to intervention design included student-determined behavioral goals and self-monitoring procedures informed by triangulated behavioral assessment data. Although visual analysis indicated only moderate improvements in academic engagement, and no functional relations were determined for either the multiple-probe or alternating treatments designs, the intervention was rated with high social validity from teachers and students, and the study represents an exemplar of high-quality special education single-case research. Practical implications, limitations, and directions for future research are discussed.

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