NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20199
Since 201828
Since 2015 (last 5 years)78
Since 2010 (last 10 years)179
Source
Behavioral Disorders179
What Works Clearinghouse Rating
Does not meet standards2
Showing 1 to 15 of 179 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Lloyd, Blair P.; Bruhn, Allison L.; Sutherland, Kevin S.; Bradshaw, Catherine P. – Behavioral Disorders, 2019
The Peacock Hill Working Group (PHWG) published a seminal position article nearly 30 years ago on the state of the field of special education for children with emotional and behavioral disorders (EBD). They concluded their discussion with a set of recommendations for practice, policy, and research. The purpose of the present article is to revisit…
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, Outcomes of Treatment
Peer reviewed Peer reviewed
Direct linkDirect link
Freeman, Jennifer; Yell, Mitchell L.; Shriner, James G.; Katsiyannis, Antonis – Behavioral Disorders, 2019
Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with…
Descriptors: Educational Policy, Public Policy, Emotional Disturbances, Behavior Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
State, Talida M.; Simonsen, Brandi; Hirn, Regina G.; Wills, Howard – Behavioral Disorders, 2019
Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers…
Descriptors: Faculty Development, Emotional Disturbances, Behavior Disorders, Classroom Techniques
Peer reviewed Peer reviewed
Direct linkDirect link
Mitchell, Barbara S.; Kern, Lee; Conroy, Maureen A. – Behavioral Disorders, 2019
Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact…
Descriptors: Emotional Disturbances, Behavior Disorders, Positive Behavior Supports, Incidence
Peer reviewed Peer reviewed
Direct linkDirect link
Zaheer, Imad; Maggin, Daniel; McDaniel, Sara; McIntosh, Kent; Rodriguez, Billie Jo; Fogt, Julie B. – Behavioral Disorders, 2019
Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and…
Descriptors: Emotional Disturbances, Behavior Disorders, Evidence Based Practice, Educational Practices
Peer reviewed Peer reviewed
Direct linkDirect link
Watts, Gavin W.; Bryant, Diane Pedrotty; Carroll, Megan L. – Behavioral Disorders, 2019
The purpose of this quantitative synthesis was to evaluate the effectiveness and related outcomes of the cross-age tutoring model when students with or at risk for emotional-behavioral disorders (EBD) serve as tutors. Research questions were posed to identify the shared and unique components (e.g., dosage, tutor training) of the cross-age tutoring…
Descriptors: Behavior Disorders, Emotional Disturbances, Cross Age Teaching, Tutors
Peer reviewed Peer reviewed
Direct linkDirect link
Kern, Lee; Harrison, Judith R.; Custer, Beth E.; Mehta, Paras D. – Behavioral Disorders, 2019
School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the…
Descriptors: Mentors, Interpersonal Relationship, Learner Engagement, Program Effectiveness
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Kathleen Lynne; Oakes, Wendy Peia; Common, Eric Alan; Brunsting, Nelson; Zorigian, Kris; Hicks, Tyler; Lane, Nathan A. – Behavioral Disorders, 2019
We report findings of a psychometric study comparing scores from two screening tools: "Student Risk Screening Scale--Internalizing and Externalizing" (SRSS-IE, an adapted version of the Student Risk Screening Scale) and "Behavior Assessment System for Children--Second Edition, Behavioral and Emotional Screening System" (BASC-2…
Descriptors: Child Behavior, Rating Scales, Screening Tests, Middle School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Ginns, Diana S.; Begeny, John C. – Behavioral Disorders, 2019
Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with…
Descriptors: Secondary School Students, Emotional Disturbances, Feedback (Response), Behavior Modification
Peer reviewed Peer reviewed
Direct linkDirect link
Dunlap, Glen; Kern, Lee – Behavioral Disorders, 2018
In the 25 years since the publication of the article reprinted in this issue of "Behavioral Disorders", a tremendous amount of research and opinion has been published on the topics of functional analysis, functional assessment, and assessment-based interventions. In this commentary, we reflect on the context in which our original work…
Descriptors: Functional Behavioral Assessment, Behavior Disorders, Barriers, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S. – Behavioral Disorders, 2018
Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…
Descriptors: Classroom Techniques, Teacher Student Relationship, Student Behavior, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Peltier, Corey; Vannest, Kimberly J. – Behavioral Disorders, 2018
The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…
Descriptors: Mathematics Instruction, Problem Solving, Grade 2, Intervention
Peer reviewed Peer reviewed
Direct linkDirect link
Wexler, Jade; Reed, Deborah K.; Barton, Erin E.; Mitchell, Marisa; Clancy, Erin – Behavioral Disorders, 2018
Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders' generation of main idea statements about…
Descriptors: Reading Instruction, Intervention, Juvenile Justice, Supplementary Education
Peer reviewed Peer reviewed
Direct linkDirect link
McDaniel, Sara C.; Lochman, John E.; Tomek, Sara; Powell, Nicole; Irwin, April; Kerr, Shani – Behavioral Disorders, 2018
Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2…
Descriptors: Comparative Analysis, Intervention, Emotional Disturbances, Behavior Disorders
Peer reviewed Peer reviewed
Direct linkDirect link
George, Heather Peshak; Cox, Karen Elfner; Minch, Devon; Sandomierski, Therese – Behavioral Disorders, 2018
Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…
Descriptors: Positive Behavior Supports, Intervention, Outcomes of Education, Fidelity
Previous Page | Next Page ยป
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  12