ERIC Number: ED502540
Record Type: Non-Journal
Publication Date: 2005
Reference Count: 120
Impact. Volume 18, Number 2, Spring 2005
Gaylord, Vicki, Ed.
Institute on Community Integration (NJ1)
This issue of the quarterly publication focuses on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders. Editorial introduction notes that today's K-12 educators must effectively work with increasingly diverse populations in their classrooms, including educating students identified as having emotional/behavioral disorders (EBD) in the general education classrooms and ensuring their inclusion in all aspects of the school community. To effectively educate students with EBD there must be collaboration between all the instructional and administrative staff in the school to implement prevention and intervention efforts. Additionally, there must be a willingness on the part of teachers to explore new teaching methods that more actively engage students with EBD. Ongoing staff development and training are needed to update and maintain educator skills in working with students with EBD. Sufficient resources must be available at the school and district level to sustain programming. Articles include: (1) Choosing a Better Road: Ernie's Story (Jesse Gallegos); (2) Students with Emotional/Behavioral Disorders: Promoting Positive Outcomes (Camilla A. Lehr and Jennifer McComas); (3) School-wide Positive Behavior Support: Investing in Student Success (Robert Horner, George Sugai, and Claudia Vincent); (4) Fostering Student Success: Five Strategies You Can (and Should) Do Starting Next Week (Larry Kortering and Patricia Braziel); (5) Creating Caring Schools (Howard S. Adelman and Linda Taylor); (6) Ten Alternatives to Suspension (Reece L. Peterson); (7) Using Self-Monitoring Strategies to Address Behavior and Academic Issues (Rachel L. Loftin, Ashley C. Gibb, and Russell Skiba); (8) Teaching for Generalization in Support of Students with Emotional and Behavior Disorders (Trevor Stokes); (9) Functional Assessment of Classroom Behavior Problems (Robert A. Gable); (10) Supporting Social Skill Development in Students with Emotional/Behavioral Disorders (Kimberly C. Crawford and Howard Goldstein); (11) Project SUPPORT: A Transition Program for Incarcerated Youth with Disabilities in Oregon (Deanne Unruh); (12) Successful Living is Healing: Cleveland's Positive Education Program (Thomas G. Valore); (13) Turning around a Minnesota School At-Risk: Dayton's Bluff Elementary (Jennifer McComas); (14) Implementing School-wide Positive Behavior Supports (Timothy J. Lewis); (15) Improving Social Development School-Wide: The BASE Program (J. Ron Nelson); (16) The Impact of Explicit Reading Instruction on Student Achievement: Study Findings (Katherine B. Falk and Joseph H. Wehby); (17) Planning Behavior Improvement at Nebraska's Beatrice High School (Reece L. Peterson, Courtney Miller, and Russell Skiba); and (18) Implementing Problem-Solving in Colorado: Wellington Junior High (Suzanne E. Kemp) (References follow individual articles.
Descriptors: Elementary Secondary Education, Student Behavior, Behavior Disorders, Student Diversity, Behavior Problems, Academic Achievement, Functional Behavioral Assessment, Program Effectiveness, Social Development, Skill Development, Reading Instruction
Institute on Community Integration. University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-4512; Fax: 612-624-9344; e-mail: firstname.lastname@example.org; Web site: ici.umn.edu
Publication Type: Collected Works - Serial
Education Level: Elementary Secondary Education
Sponsor: Administration on Developmental Disabilities (DHHS)
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.; Minnesota Univ., Minneapolis. Research and Training Center on Community Living.