Comparing Behavioral and Emotional Strengths of Students With and Without Emotional Disturbance

The present study investigated evidence of the construct validity of scores from the Behavioral and Emotional Rating Scale (BERS-3), which is a multi-informant assessment designed to measure the behavioral and emotional strengths of school-aged youth. The purpose of this research was to evaluate the degree to which BERS-3 scores differed between students with school-identified emotional disturbance and students without disabilities. Two nationally representative samples were used in this study: (a) 1,575 students rated by teachers and (b) 793 youth who provided self-ratings. The results of multivariate multiple regression analyses supported the primary hypothesis that students with emotional disturbance would have lower scores on each of the five BERS-3 subscale scores compared to peers without disabilities. This finding held for both samples; however, differences between students with emotional disturbance and the peers without disabilities were substantially smaller for the youth self-ratings compared to teacher ratings. Implications for practice and directions for future research are also discussed.

Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice

A survey was developed to obtain information on practitioner self-reported knowledge, use, and perceived effectiveness of classroom-based practices for the inclusive instruction of students with Emotional Disturbance (ED). This study reports descriptive results for a sample of general and special education teachers from the northeast who provided inclusive instruction and/or support to at least one student with ED in a general education classroom in the past year. Mann–Whitney and MANOVA tests were employed to determine differences between teacher populations for individual practices and four clusters of practices identified in an exploratory factor analysis (EFA; Behavioral Supports, Differentiation, Classroom Management, Instructional Practices). Findings suggest that special educators serve an important role in efforts to provide instruction that focuses on inclusion rather than merely integration. Implications for practice, study limitations, and areas for future research are discussed.

Supporting Student-Led Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times, teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance experience post-secondary success, teachers need resources to assist them with planning and preparing for students’ transition from high school into education and training programs and employment in young adulthood. This practice guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with emotional disturbance.

Incorporating Career and Technical Education in Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school (Wagner, Newman, Cameto, & Levine); however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with Emotional Disturbance (ED) experience post-secondary success, teachers need resources to assist them with planning and preparing for student transition from high school into education and training programs and employment in young adulthood. This guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with ED.

Partnering with Community Agencies in Transition Planning for Students with Emotional Disturbance

Young adults with mental health difficulties are capable of successfully engaging in school, training, and employment. The support these individuals receive as they progress through secondary education can help them realize their potential in life after high school. Many times teachers see different results for these students such as high school drop-out, lower rates of post-secondary education and employment, and even higher rates of involvement with law enforcement, poverty, and homelessness upon their exit from high school; however, with the right information, resources, and determination teachers can make a lasting impact on these students. To help students with emotional disturbance (ED) to obtain post-secondary success, teachers need resources to assist them with planning and preparing for students’ transition from high school into education and training programs and employment in young adulthood. This practice guide will offer practical ways to plan for these students’ successful transition from high school to post-secondary life, which can lead to positive outcomes for students with ED.