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Gage, Nicholas A.; Adamson, Reesha; MacSuga-Gage, Ashley S.; Lewis, Timothy J. – Behavioral Disorders, 2017
Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified…
Descriptors: Academic Achievement, Emotional Disturbances, Longitudinal Studies, Disabilities
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Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E. – Behavioral Disorders, 2016
This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…
Descriptors: Culturally Relevant Education, African American Students, Grade 6, Emotional Disturbances
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Mattison, Richard E. – Behavioral Disorders, 2015
This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, School Districts
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Ennis, Robin Parks; Jolivette, Kristine – Behavioral Disorders, 2014
The Common Core State Standards Initiative includes an emphasis on teaching writing and related skills in all subject areas. This study sought to improve the persuasive writing skills and self-efficacy skills of students with emotional and behavioral disorders by implementing self-regulated strategy development with pairs of students in a high…
Descriptors: Emotional Problems, Behavior Problems, Self Management, Persuasive Discourse
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Cuenca-Carlino, Yojanna; Mustian, April L. – Behavioral Disorders, 2013
Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…
Descriptors: Emotional Disturbances, Behavior Disorders, Persuasive Discourse, Metacognition
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Mattison, Richard E.; Blader, Joseph C. – Behavioral Disorders, 2013
Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…
Descriptors: Emotional Disturbances, Behavior Disorders, Severe Disabilities, Academic Achievement
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Maggin, Daniel M.; Wehby, Joseph H.; Moore Partin, Tara C.; Robertson, Rachel; Oliver, Reginal M. – Behavioral Disorders, 2011
Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…
Descriptors: Behavior Disorders, Emotional Disturbances, Classroom Environment, Self Contained Classrooms
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Harris, Pamela J.; Oakes, Wendy Peia; Lane, Kathleen Lynne; Rutherford, Robert B., Jr. – Behavioral Disorders, 2009
Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess…
Descriptors: Behavior Problems, Intervention, Reading Fluency, At Risk Students
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Wiley, Andrew L.; Siperstein, Gary N.; Bountress, Kaitlin E.; Forness, Steven R.; Brigham, Frederick J. – Behavioral Disorders, 2008
The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED…
Descriptors: Suspension, Income, Emotional Disturbances, Standardized Tests
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Lane, Kathleen L.; Wehby, Joseph H.; Little, M. Annette; Cooley, Cristy – Behavioral Disorders, 2005
Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to…
Descriptors: Behavior Rating Scales, Self Contained Classrooms, Disabilities, Academic Achievement