Peer reviewed
Direct linkERIC Number: ED539369
Record Type: Non-Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
ISBN: ISBN-978-1-7805-2506-8
ISSN: ISSN-0270-4013
EISSN: N/A
Promising Practices for Effective Transition for Students with Emotional and Behavioral Disorders
Katsiyannis, Antonis; Zhang, Dalun; Mackiewicz, Sara Moore
Advances in Special Education (MS)
Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions. [For complete volume, see ED539318.]
Descriptors: Success, Learner Engagement, Prevention, Behavior Disorders, Early Intervention, Transitional Programs, Emotional Disturbances, Behavior Modification, Student Behavior, Intervention, Self Determination, Reading Skills, Writing Skills, Mathematics Skills, Social Development, Skill Development, Cultural Influences, Individualized Education Programs, Federal Legislation
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Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Grant or Contract Numbers: N/A
