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McKenna, John William; Newton, Xiaoxia; Brigham, Frederick; Garwood, Justin – Journal of Emotional and Behavioral Disorders, 2022
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 northeastern United…
Descriptors: Students with Disabilities, Inclusion, Emotional Disturbances, Special Education Teachers
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Lin, Shanyan; Fabris, Matteo Angelo; Longobardi, Claudio – Journal of Emotional and Behavioral Disorders, 2022
A close student-teacher relationship is a protective factor for students' psychological well-being, and it is associated with students' internalizing and externalizing symptoms, but the mechanism underlying this association is unclear. To address this issue, this study investigated the role of children's hope in the relationship between teachers'…
Descriptors: Teacher Student Relationship, Psychological Patterns, Elementary School Students, Elementary School Teachers
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Lambert, Matthew C.; Duppong Hurley, Kristin; January, Stacy-Ann; Huscroft D'Angelo, Jacqueline – Journal of Emotional and Behavioral Disorders, 2022
Parental involvement in school is an undoubtedly important element of a student's educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is…
Descriptors: Parent Participation, Achievement Gap, High School Students, At Risk Students
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Rhinehart, Laura; Iyer, Sai; Haager, Diane – Journal of Emotional and Behavioral Disorders, 2022
Approximately one in 10 children in the United States is diagnosed with attention-deficit/hyperactivity disorder (ADHD), a disability that can negatively affect academic achievement, yet relatively few children with ADHD are in special education. To better understand factors that determine which students with ADHD are in special education, we…
Descriptors: Attention Deficit Hyperactivity Disorder, Special Education, Students with Disabilities, Disproportionate Representation
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Gilmour, Allison F.; Sandilos, Lia E.; Pilny, William V.; Schwartz, Samantha; Wehby, Joseph H. – Journal of Emotional and Behavioral Disorders, 2022
Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-Grade 6 general education and special education teachers who had students with or at risk for EBD in their classrooms. We then examined if…
Descriptors: Students with Disabilities, Emotional Disturbances, Behavior Disorders, Kindergarten
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Bettini, Elizabeth; Brunsting, Nelson C.; Scott, LaRon A.; Kaler, Lindsey; Moore, Dani Parker; O'Brien, Kristen Merrill; Cumming, Michelle M. – Journal of Emotional and Behavioral Disorders, 2022
Consistent evidence indicates the importance of teachers of color for experiences and outcomes of students of color. Fortunately, extant studies consistently indicate special education teachers (SETs) teaching students with EBD are more likely to be people of color than other SETs. These SETs require supportive working conditions, but, to our…
Descriptors: Special Education Teachers, Minority Group Teachers, Teaching Conditions, Work Environment
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Milner, H. Richard, IV; Fittz, Laura; Best, Bryant; Cunningham, Heather B. – Journal of Emotional and Behavioral Disorders, 2022
Special education researchers have a huge responsibility and opportunity to develop research designs that help practitioners in schools--particularly school teachers, leaders, counselors, social workers, and interventionists--develop research-based policies and practices that address and meet the increasingly complex needs of young people. In this…
Descriptors: Special Education, Justice, Emotional Disturbances, Behavior Disorders
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Collins, Kristina Henry; Coleman, Mary Ruth; Grantham, Tarek C. – Journal of Emotional and Behavioral Disorders, 2022
In this article, we highlight Bronfenbrenner's bioecological approach to explore identity formation and the impact of dynamic interactions between the student and their environment in the development of self-concept, self-esteem, and self-efficacy. We examine the complex interactions between student identity and the systems of support that are…
Descriptors: Environmental Influences, Self Concept, Self Esteem, Self Efficacy
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Blake, Jamilia J.; Jackson, Lyric; Ruffin, Naomi; Salter, Phia; Li, Haoran; Banks, Courtney; Williams, Kayce Solari – Journal of Emotional and Behavioral Disorders, 2022
The purpose of this study was to examine whether school discipline sanctions issued to female students are attributed to their racial background and developmental status and if this relation differs by teacher's racial/ethnic background and discipline philosophy. Drawing from a sample of 515 practicing educators from the United States, the authors…
Descriptors: African American Students, Females, Discipline, Teacher Characteristics
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Riley, Tennisha N.; Serpell, Zewelanji N. – Journal of Emotional and Behavioral Disorders, 2022
This article critically discusses the ecology of public schools in the United States: systemic barriers and associated biases that permeate these learning contexts and derail efforts to close opportunity gaps for African American adolescents with emotional and behavioral challenges. Using results from a mixed-methods study, we illustrate the…
Descriptors: Equal Education, Social Justice, Educational Environment, African American Students
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Artiles, Alfredo J. – Journal of Emotional and Behavioral Disorders, 2022
The author sets the context for the need to advance equity research in the emotional/behavioral disorders (E/BD) field, particularly in regard to the education of studens of color. Next, the special issue articles are discussed in terms of their contributions and future directions in E/BD research.
Descriptors: Emotional Disturbances, Behavior Disorders, Minority Group Students, Interdisciplinary Approach
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Huguley, James P.; Fussell-Ware, Dashawna J.; McQueen, Shanté Stuart; Wang, Ming-Te; DeBellis, Bianca R. – Journal of Emotional and Behavioral Disorders, 2022
Mounting evidence demonstrates that exclusionary discipline practices like suspensions and expulsions have long-term negative socio-emotional, behavioral, and academic consequences for the students who experience them, with evidence of spill-over effects for nonexcluded students. Restorative practice has emerged as a promising alternative to…
Descriptors: Social Emotional Learning, Well Being, Social Justice, Racial Discrimination
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Miodus, Stephanie; Allwood, Maureen A.; Amoh, Nana – Journal of Emotional and Behavioral Disorders, 2021
Attention-deficit/hyperactivity disorder (ADHD) and posttraumatic stress disorder (PTSD) are highly comorbid among children and adolescents with a history of maltreatment and trauma. This comorbidity is linked to increased symptom severity and poor academic and social outcomes. Such negative outcomes are shown to have further negative outcomes…
Descriptors: Attention Deficit Hyperactivity Disorder, Posttraumatic Stress Disorder, Comorbidity, Child Abuse
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Mitchell, Qshequilla P.; Younginer, S. Taylor; Lochman, John E.; Vernberg, Eric M.; Powell, Nicole P.; Qu, Lixin – Journal of Emotional and Behavioral Disorders, 2021
Therapeutic alliance is associated with treatment outcomes across a diverse range of intervention models and clinical populations. Likewise, the perceived quality of working alliance in adult psychotherapy has been a consistent predictor of engagement, while research with children is limited. This study draws from a sample of 180 children who were…
Descriptors: Coping, Intervention, Elementary School Students, Aggression
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Cooley, Morgan E.; Mihalec-Adkins, Brittany P.; Womack, Bethany – Journal of Emotional and Behavioral Disorders, 2021
Youth in foster care face many academic risks, including diminished engagement in school and behavior problems that further threaten learning and academic achievement. However, school engagement is responsive to contextual change, leaving many opportunities to intervene upon school engagement and boost overall functioning. The present study…
Descriptors: Foster Care, Adolescents, At Risk Students, Learner Engagement
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