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Early adolescents entering middle school are at a pivotal developmental phase as they become less dependent on parents/guardians and seek greater autonomy while encountering a complexity of social demands requiring them to regulate their emotions, thoughts, and behaviors to achieve academic and social success. Yet, students who receive services for emotional and behavioral disorders often struggle with their emotions and externalizing behavior, contributing to a lack of motivation to attain their goals. Fortunately, researchers have found goal setting plays an important role in improving students' self-regulation skills. As such, we describe explicit instructional techniques that align with a phased goal setting process to bolster students' intrinsic motivation and self-regulation. First, we underscore the significance of goal setting to amplify students' motivation and fostering self-regulation that, consequently, can create positive changes in their behavior. We provide a step-by-step guide for educators to assist students in committing to and achieving their goals. [ABSTRACT FROM AUTHOR]

Fractions are an imperative skill for students to master to achieve success in future mathematics concepts and classes. Yet many students, especially those experiencing math difficulties and/or characteristics of emotional and behavioral disorders, continue to exit elementary school without a concrete foundation of fractions skills required to successfully transition into higher level math courses. In this article, we present an overview of SRSD Fractions, a strategy instructional framework to teach adding and subtracting fractions with unlike denominators. We highlight the benefits of using the framework to promote student engagement and skill mastery and identify free-access resources for educators to successfully implement the math intervention in their own classrooms. [ABSTRACT FROM AUTHOR]

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students' writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem behavior of students with EBD. In a multiple probe across participants design study, we taught three upper elementary students with EBD opinion writing using the SRSD instructional framework. Outcome measures included the number of genre elements in participants' written products, the length (i.e., total words written) and quality of written products, and the level of problem behaviors during 20-min observational sessions. Generalization measure involved the use of video prompts to determine the effects of SRSD on students' overall writing outcomes. Post-SRSD data showed clear increases in the number of genre elements and length of written products for all participants. Additional holistic scoring revealed moderate improvements in the overall quality of written products across participants. Results on students' problem behavior reduction were inconclusive. Implications for practice and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Direct observation of classroom behavior in young children enriches our understanding of their behavior in its natural context, informing both assessment and intervention strategies to foster supportive learning environments. However, a notable gap in the literature concerning effective direct observation tools specifically designed for this purpose remains challenging. This observational study utilized the digital format of the The Student Observation System (BASC-3-SOS; Reynolds & Kamphaus, 2015), enabling behavior recording via smartphones, tablets, or laptops. We conducted observations for 43 young children aged four and five in classroom settings. Thirty of these children had been previously identified with behavioral problems via the Strengths and Difficulties Questionnaire (SDQ, Child Psychol Psychiatry Allied Discip. 38(5), 581–6, 1997), while 13 were considered typically developing. Each child was observed over three 20-min sessions, totaling 60 min per child. The findings revealed a significant correlation between the SDQ scores and BASC-3-SOS assessments in adaptive and maladaptive behaviors. The results indicate that young children's engagement and problem behaviors vary with teacher interactions and classroom activities. children identified with behavioral issues exhibited higher levels of maladaptive behaviors compared to their typically developing peers. The study presents the BASC-3-SOS as a promising tool for identifying general behavioral and emotional risks among young children in Qatar, suggesting its utility in enhancing early educational interventions. [ABSTRACT FROM AUTHOR]

Aim: As most substance use prevention programs are offered at school, it is important to explore which group of students might be at increased risk. Both researchers and educators have often maintained that students with special educational needs due to emotional and behavioral disorders (SENs-EBD) are particularly vulnerable. Hence, the aim of the current systematic review was to examine the alcohol and cannabis use by students with SENs-EBD in comparison to students without SENs or other types of SENs. Methods: Adhering to the PRISMA guidelines, the review was registered on PROSPERO (CRD42023375799) and search terms were entered in Web of Science, Scopus, ERIC, and PubMed in December 2022. Publications were required to report on empirical quantitative studies (primary data) that assessed alcohol and/or cannabis use by adolescent students with SENs-EBD and a comparison group, and be published in English-language journal articles, conference papers, or book chapters from 2000 onwards. The QuADS tool was used for quality assessment. Results: Based on these criteria, six articles (sample sizes N = 61 to N = 122,180) were included for the thematic narrative synthesis. The studies revealed that the percentage of students with SENs-EBD consuming alcohol and cannabis was higher compared to students who did not have SENs or attended mainstream schools. Conclusion: The small number of heterogeneous studies, with limitations concerning the sample size, missing effect sizes, and influence of control variables, demonstrates the need for more research. The systematic review provides guidance for such future research endeavors, as well as preliminary notions for practical implications. [ABSTRACT FROM AUTHOR]

Abstract Direct observation of classroom behavior in young children enriches our understanding of their behavior in its natural context, informing both assessment and intervention strategies to foster supportive learning environments. However, a notable gap in the literature concerning effective direct observation tools specifically designed for this purpose remains challenging. This observational study utilized the digital format of the The Student Observation System (BASC-3-SOS; Reynolds & Kamphaus, 2015), enabling behavior recording via smartphones, tablets, or laptops. We conducted observations for 43 young children aged four and five in classroom settings. Thirty of these children had been previously identified with behavioral problems via the Strengths and Difficulties Questionnaire (SDQ, Child Psychol Psychiatry Allied Discip. 38(5), 581–6, 1997), while 13 were considered typically developing. Each child was observed over three 20-min sessions, totaling 60 min per child. The findings revealed a significant correlation between the SDQ scores and BASC-3-SOS assessments in adaptive and maladaptive behaviors. The results indicate that young children’s engagement and problem behaviors vary with teacher interactions and classroom activities. children identified with behavioral issues exhibited higher levels of maladaptive behaviors compared to their typically developing peers. The study presents the BASC-3-SOS as a promising tool for identifying general behavioral and emotional risks among young children in Qatar, suggesting its utility in enhancing early educational interventions.

Check-in/check-out (CICO) is an evidence-based practice for addressing the behavioral needs of students with and without disabilities from kindergarten through the 12th grade. The CICO intervention is easily adapted to address other areas of need, beyond behavior, including academics and social integration, making CICO appealing for all school grade levels and differing student needs. Recently, transition skills have been targeted and integrated into CICO for adolescents with disabilities. Building from the transition-focused applications of CICO, adaptations and intensifications specific to high school students with emotional and behavioral disorders related to transition-readiness skills of self-monitoring, social skills, and vocational training are provided. [ABSTRACT FROM AUTHOR]

Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and promote positive postschool outcomes for students with EBD. This article provides guidance on how to incorporate choice-making for students with EBD. [ABSTRACT FROM AUTHOR]

While there is an extensive and substantial body of epidemiological research on gender-specific differences regarding the prevalence, persistence, and comorbidity of Emotional and Behavioral Disorders (EBD) in childhood and adolescence, empirical research on inclusive education largely lacks a differentiated and gender-sensitive research approach. However, initial empirical findings indicate that girls with internalizing behavior problems are to be considered a particularly vulnerable group in school regarding their social integration, their self-concept, their well-being in school and their perception and interpretation of social interaction processes. Can girls with internalizing behavior problems thus be referred to as the 'forgotten gender' of empirical research on inclusive education? The following article aims to address the existing tension between gender-specific epidemiological data, school-related practices, and empirical research approaches. In this context, we first (I) summarize the available empirical findings, (II) outline the methodological foundations of an ongoing research project, and (III) discuss the social implications of a predominantly one-sided empirical approach and outline a call to action for practice and research.

Burnout is a significant challenge for special educators’ wellbeing, as they report higher levels of stress than general educators. Rates of burnout are highest among special educators serving youth with emotional and behavioral disorders (EBD). At a time when nearly half of all students with EBD are spending more than 20% of their school day outside of the general education classroom—and when special education researchers continue to support the need for self-contained settings for students with EBD—it is necessary to explore if and to what extent the movement toward full inclusion is having an impact on self-contained EBD classroom teachers. A focus group with three special educators provided unique insights regarding advantages and disadvantages of working in self-contained settings, as well as the extent to which working in a self-contained setting during an era of full inclusion is having deleterious effects on teachers’ feelings of personal accomplishment. Implications for research and practice are provided.

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 U.S. middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF. [ABSTRACT FROM AUTHOR]

The current study evaluated the use of the self-regulated strategy development (SRSD) instructional approach to teach the TRAP mnemonic (Think before reading, Read a paragraph, Ask what is the main idea/important details, Paraphrase the paragraph) and its impact on youth reading comprehension performance. The TRAP mnemonic was taught to an adolescent female served in a residential treatment facility. An alternating treatment design was used to evaluate reading comprehension performance across oral retell, written retell, and written retell with word processor modalities. Social validity, treatment fidelity, and youth motivation scores are presented with limitations and areas for future research discussed. [ABSTRACT FROM AUTHOR]

The practice of serving students with emotional and behavioral challenges in the United States has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (EBD) have identified a range of empirically supported interventions to improve outcomes for students with EBD. This study sought to examine the feasibility of TIERS, a special education-based treatment program for students with EBD, in 10 self-contained classrooms. Despite the provision of multiple evidence-based supports for implementation, two and a half years of fidelity data indicated that none of the participating classrooms fully implemented the program as intended. These findings raise at least some concern regarding the practicality of the TIERS program, as designed, for its targeted setting/population. Study limitations and future directions are discussed. [ABSTRACT FROM AUTHOR]

New science demonstrates how students with and at risk for emotional and behavioral disorders experience trauma at higher rates than their peers. When providing writing instruction to these students, it is imperative that the approaches used be viewed through a trauma-informed lens. This article describes steps teachers can take to view writing prompts and their administration of such prompts through a trauma-informed lens. [ABSTRACT FROM AUTHOR]

Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully intensifying elements of the writing instruction and supports provided to students. This article describes and explains how to intensify writing instruction to meet student needs. [ABSTRACT FROM AUTHOR]

Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students' unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on writing skills. We describe a feasible system for continuous progress monitoring. We also address setting and monitoring goals for students with and at risk for EBD. [ABSTRACT FROM AUTHOR]

This study presents part of the research from a 2019 project in Czechia's residential educational facilities for children with emotional and behavioral disorders. The high prevalence of drug use among these adolescents has a cumulative set of harms to health. The main research objective was to examine the prevalence of substance use among adolescent girls and boys living in residential educational facilities. The auxiliary research objective was to compare its results with the ESPAD (2015 and 2019) survey of the general Czech adolescent mainstream population. The sample consisted of 204 respondents aged 15-19 years. The primary data collection instrument was the ESPAD questionnaire. The analysis of the collected data was carried out using SPSS software. The findings arrived from statistical procedures such as descriptive data analysis and various statistical methods. Data from ESPAD research (2015, 2019) was selected for analytical comparisons. The findings indicate a high prevalence of drug use among the study group of adolescents in residential education facilities and a high majority of selected substance use in comparison with the results found in the ESPAD (2015, 2019) study in the general school population of Czechia. The findings support a systemic focus on the prevention of health risks, harm reduction, as well as the treatment of substance use disorder among adolescents. Data on the incidence and prevalence of substance use should be regularly collected and evaluated in these facilities. [ABSTRACT FROM AUTHOR]

Disproportionality persists with regard to the labeling of students with emotional and behavioral disorders (EBD). A blending of critical race theory and disability studies, or DisCrit, provides a framework to examine disproportionality. In this article, a DisCrit mindset is applied to examine how racism and ableism intersect to disproportionately marginalize children of color. A critique of assessment practices, as well as the EBD definition, from a DisCrit perspective is offered to strengthen approaches for equity. We end with recommendations for educational practices and policies and suggest areas for future research. [ABSTRACT FROM AUTHOR]

Teachers should possess adequate knowledge of emotional and behavioral disorders (EBDs) to effectively meet the unique needs of students with EBDs. This study explored the implementation and outcomes of a professional development training program on EBDs. In addition, the study examined outcomes concerning the knowledge of in-service teachers about EBDs and their self-efficacy in working with students with EBDs. This study recruited 81 general education teachers from two Saudi Arabia elementary schools, assigned under the intervention or waitlist control groups. Measures of knowledge and self-efficacy in EBDs were obtained at baseline, immediately after training, and at 5 weeks follow-up. The results demonstrated that teacher knowledge and self-efficacy in working with students with EBDs significantly improved as a result of the training program. In addition, the study observed that teacher efficacy was significantly correlated with their knowledge of EBDs. Improving teacher knowledge and self-efficacy through professional development training will mainly increase their ability and willingness to teach students with EBDs successfully in an inclusive learning environment. [ABSTRACT FROM AUTHOR]

Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2–13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

Students eligible for special education services for learning disabilities and emotional and behavior disorders often display characteristics that create obstacles to their learning. Mindful breathing, a mindfulness technique, can help students with these disabilities regulate their attention, thoughts, and emotions during academic instruction. Advantages of mindful breathing, three examples of mindful breathing strategies, and suggestions for implementing mindful breathing in the classroom are discussed. [ABSTRACT FROM AUTHOR]

Dr. Sarup Mathur is the Ryan C. Harris Professor of Special Education in the Division of Educational Leadership at Arizona State University. She is nationally recognized as a leader in the fields of emotional and behavioral disorders and juvenile justice, particularly specializing in the areas of social skills and re-entry of adjudicated youth. She has been the co-editor of a yearly special issue of Education and Treatment of Children on severe behavior disorders of children and youth, is the former secretary and president of the Council for Exceptional Children's Division of Emotional and Behavioral Health, and has enabled teachers in juvenile justice to support adjudicated youth by developing transitioning planning processes. She has written numerous scholarly articles, published and edited books, and has secured extensive grant funding to support the training of doctoral students specializing in working with adjudicated youth. [ABSTRACT FROM AUTHOR]

Many students with emotional and behavioral disorders (EBD) engage in challenging behavior on a daily basis. Such behaviors can have negative impacts on students, teachers, and families. In an effort to support students with EBD, this article provides general and special education teachers with a five-step process for teaching replacement behaviors. Each step is described in detail to illustrate how it can be applied. [ABSTRACT FROM AUTHOR]

Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2–13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

Emotions play an important role in the work of teachers serving students with emotional and behavioral disabilities (EBD), yet little is known about teachers' momentary affective experiences. In this study, we collected 710 surveys regarding momentary affect from 14 teachers of students with EBD. We used descriptive analysis and variance decomposition to examine the frequency, intensity, and variability of these experiences. We then tested a series of models to explore how specific professional activities relate to teachers' momentary affect. We found that teachers experienced positive affect more frequently and intensely than negative affect and that large proportions of the variation in positive and negative affect can be attributed to variation within individual teachers across time points. For these teachers, engaging in discipline was significantly associated with a higher negative affect, whereas engaging in instructional activities was associated with a higher positive affect. We discuss implications for researchers and practitioners. [ABSTRACT FROM AUTHOR]

We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential similarities and differences between students with ED in research and the population of students with ED. Results indicate (a) participants with reported demographics were predominantly White or Black/African American and male; (b) participants in research samples were significantly different from the national population on gender, age, and race across study designs; (c) the research samples included significantly more White and Black/African American participants and fewer from other minority racial groups compared with the national population; (d) male participants were overrepresented and female underrepresented in studies generally, but the pattern was reversed in researcher-recruit samples; and (e) young children ages 3 to 5 years old were severely underrepresented in the research sample. We discuss the implications of this review and future directions for research. [ABSTRACT FROM AUTHOR]

The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students. [ABSTRACT FROM AUTHOR]

Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral problems have poor academic and behavioral outcomes, both short- and long-term. Psychotropic medications are commonly used as an intervention with this population and their use has increased significantly. This study investigated adolescent and family variables associated with medication use among high school students with elevated emotional and behavioral problems, including those with a label of emotional and behavioral disorders. Participants included 548 adolescents from a larger randomized controlled trial, 184 (33.6%) of whom were receiving medication. Hierarchical linear modeling revealed that special education status, externalizing and internalizing behavior symptoms and participant race were significant student predictors of medication use. Parenting stress, family structure, positive parenting, and poor monitoring were significant family predictors of participants' medication use. These findings have implications for current practices in schools pertaining to screening and access to interventions as well as future research focused on the parent and student decision making process for choice of interventions. [ABSTRACT FROM AUTHOR]

Motivational interviewing (MI) is an established, research-based intervention that focuses on building intrinsic motivation to promote lasting, healthy changes in a variety of situations. In school settings, MI has been used to improve student motivation, attendance, punctuality, confidence in schoolwork, and self-determination as well as increase student academic grades. Students who exhibit challenging behaviors in schools often feel ambivalent toward change, and teachers often have a difficult time motivating them toward positive and prosocial behaviors and actions. This article describes the framework of MI and gives specific descriptions of how middle school teachers and other school personnel can use MI to help their students who are experiencing challenging behaviors due to lack of motivation increase their likelihood of school success. [ABSTRACT FROM AUTHOR]

A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders (EBD). Specifically, the study addressed three research questions: (a) Is there a relation between participation in ECA and high school students with EBD's social competence and school engagement? (b) Is the relation moderated by EBD status, race, gender, or special education status? And, (c) is there a direct link between participation in ECA and students' social competence and school engagement for youth with EBD? Eighty students with EBD and 21 typically developing students were included based on their participation in a larger study examining interventions for U.S. high school students with EBD. Participants were administered a battery of assessments at the end of the school year measuring ECA participation, social competence, and school engagement. We used regression and instrumental variable analyses to address the research questions. Results indicated statistically significant, positive relations between participation in ECA, social competence, and school engagement. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

U.S. federal policy recommends college and career readiness (CCR) programs to ensure students are prepared for postsecondary life. CCR programs may be particularly important for students with, or at risk of, emotional behavior disorders (EBD) who experience poor school and postschool outcomes. This literature review examined CCR programs for secondary-age students with, or at risk of, EBD. After a systematic search, 14 articles were identified that met the inclusion criteria. Although all studies resulted in favorable outcomes in some areas, outcomes were not universally positive. Furthermore, the evaluation of study quality indicated the need for increased research rigor. The findings suggest additional research is needed to identify effective CCR components and ascertain specific intervention outcomes that can be expected. Limitations and implications for research and practice are described. [ABSTRACT FROM AUTHOR]

Small group social skills training (SST) is recommended to improve the social behavior and peer relations of rejected children, but child responses vary. This study explored variation in intervention experiences that emerged in a large study of a school‐based SST program for peer‐rejected children and associations with program outcomes. One hundred and seven peer‐rejected elementary students (60% White, 15% Black, 22% Latinx, 3% Multi‐racial, and 65% male) were identified by classroom sociometrics and randomly assigned to a year‐long small group SST program. Normative classmates served as partners. Among the peer‐rejected targets of the intervention, those with relatively better pretreatment social skills received more SST sessions and were more positively engaged, whereas those with fewer social skills and more behavior problems experienced more negative peer responses during SST sessions and less collateral support from teachers and parents. Hierarchical regressions (controlling for pretreatment scores) revealed attenuated intervention benefits for children who received more negative peer responses during SST and less parent and teacher support. The findings suggest that, within a sample of peer‐rejected children, those with more severe skill deficits and elevated behavior problems at pretreatment have lower‐quality SST experiences that reduce intervention benefits, even when normative classmates serve as peer partners. These issues warrant careful attention in future SST intervention design and research. Practitioner Points: In a sample of peer‐rejected children, those with better pretreatment social skills were more positively engaged in small group social skills training. Among the peer‐rejected children receiving social skills training, those with fewer social skills and more behavior problems at baseline experienced more negative peer responses and less teacher and parent collateral support during intervention. Peer‐rejected children with more severe social skills deficits and behavior problems are at risk for lower quality social skills training experiences and need additional supports to avoid reduced therapeutic benefits. [ABSTRACT FROM AUTHOR]

Special educators working with students with emotional and behavioral disorders often report experiencing collegial isolation, exclusion from school communities, and high levels of burnout and stress. At the same time, many special educators have limited professional development and networking opportunities, which could mitigate these negative experiences. In response, we adapted Project Extension Community Healthcare Outcomes (ECHO) to connect and support special educators who work with students with emotional and behavioral disorders (EBD). The ECHO model creates a learning loop between a team of specialists and educators. Through participation in the ECHO, educators and specialists engaged in case-based learning and shared best practices for supporting students with EBD. We used a pre–post group design to examine how the ECHO model can address issues related to educator stress and emotional exhaustion while building a community of practice. Though participants agreed that ECHO creates a community of practice and experienced the program as beneficial, we found no statistically significant differences in participants' stress and emotional exhaustion between the pre/post survey. Our findings suggest that brief interventions are insufficient for addressing the complexities of teacher burnout. [ABSTRACT FROM AUTHOR]

Black boys often experience oppression and marginalization in schools. Black boys with disabilities in secondary school are frequently targeted with inequitable and biased discipline practices, exacerbating the school-to-prison pipeline. As such, it is important to examine the school climate experiences of Black boys to inform the creation of safe, predictable and affirming school environments. Using Critical Race Theory and Dis/ability Critical Race Studies as a framework, the current study examined the school climate experiences of Black boys with and without emotional and behavioral disorders (N = 16,031). Overall perceptions of school climate were similar across groups, but moderation analyses demonstrated that Black boys with EBD reported significantly more peer victimization and lower levels of peer support, order and discipline, and safety than Black boys without EBD. Disability classification also moderated the relationship between peer victimization and cultural acceptance, physical environment, order & discipline, and safety with the relationship being significant and negative for Black boys with EBD. Implications for research and practice are discussed. Impact Statement It is critical that we examine the intersectional experiences of Black boys with and without disabilities in schools. This study found that Black boys experience low levels of cultural acceptance in their schools and Black boys with disabilities reported lower levels of peer support and more peer victimization than Black boys without disabilities. As such, we must center these students' experiences in the creation of safe and affirming school environments for them. [ABSTRACT FROM AUTHOR]

This systematic review of reviews is the first to summarize peer tutoring outcomes for students with or at-risk for emotional and behavioral disorders (EBD). Eleven narrative literature reviews, three systematic reviews, and two meta-analyses of peer tutoring interventions that met inclusion criteria were summarized. Participants across the 16 reviews included more than 2,404 students with or at-risk for EBD in pre-kindergarten through grade 12 across 73 individual, unduplicated studies. Findings support the efficacy of peer tutoring for students with or at-risk for EBD regarding academic and behavioral outcomes. Lessons learned, and implications for research and practice derived from these reviews are provided. [ABSTRACT FROM AUTHOR]

The majority of students receiving special education services for emotional disturbance (ED) receive a significant amount of instruction in general education classrooms, which emphasizes curriculums based on college and career readiness standards. In turn, those teachers who provide instruction to students with ED in inclusive settings are responsible for using evidence-based practices (EBPs) for those teaching situations in which they exist to meet free appropriate public education (FAPE) mandates. However, the identification of EBPs is a necessary pre-condition to eventual school adoption and teacher use of such practices. In this investigation, we completed a synthesis of syntheses to (a) determine the degree to which academic intervention research has focused on students with ED in general education classrooms and (b) identify practices that are effective at improving the academic performance of students with ED in these settings. Overall, few studies were identified. Of those studies identified, half did not disaggregate outcomes for students with ED. A quality indicator coding based on the What Works Clearinghouse (WWC) design standards revealed that no studies with disaggregated outcomes permitted causal inferences. Implications for school practice and areas for future research are discussed.

Background: Emotional and behavioral disorders include a wide range of externalizing, internalizing, and low-functioning disorders (aggression, conduct disorder, depression and anxiety, agrophobia, schizophrenia, etc). that significantly negatively affect a range of educational, social, and cognitive functions in children and adolescents, including effective approaches to reducing and improving these problems; psychoeducational approaches are based on schema modes.Although several therapeutic interventions have improved these problems, there is a research gap in the impact of mentality-based psychological education for students with this disorder, especially in the field of academic emotions.Therefore, in this study, the question of whether teaching schema modes to students with emotional and behavioral disorders is effective in improving their academic emotions. Aims: This study aimed to investigate the effectiveness of psychoeducational schema modes on improving students' academic emotions with behavioral and emotional disorders. Methods: his was semi-experimental research with pre-test and post-test between-groups design. The statistical population included female students (14-15) with behavioral and emotional disorders. From which a sample of 50 people was selected by purposive sampling. Research tools included the Pekrun Academic Emotions Questionnaire (2002) and Schema Modes Training Package. Multivariate analysis of covariance was used to evaluate the results. Results: The results showed that there was a significant improvement for the experimental group with an increase in positive academic emotions (F = 1441.43, P

Today's teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the prevalence of teacher stress and its impact on teacher well-being and student achievement. We call for more attention to the social and emotional learning of special education teachers of students with emotional and behavioral disorders. After addressing myths and misconceptions regarding current expectations for educators, we propose a new framework for establishing individual and systemic interventions to support teacher well-being. [ABSTRACT FROM AUTHOR]

The best social and emotional learning (SEL) curriculum can be difficult to implement when students with or at risk for emotional and behavioral disorders (EBD) are unregulated and unprepared to engage in instruction. Daily mindfulness practices can help students with and at risk for EBD regulate their emotions and behaviors and be prepared for instruction. In this article, we provide examples and models of how informal mindfulness strategies can be incorporated into the elementary classroom to support student SEL growth. We also address how SEL instruction can be intensified using explicit mindfulness intervention programs to help meet the needs of students with EBD. [ABSTRACT FROM AUTHOR]

Goal setting is used to track progress on academic and behavioral outcomes. It can also be extremely effective in monitoring progress toward social and emotional learning (SEL) goals. In this article, we provide an overview of effective goal setting in the classroom to support SEL skill acquisition and development, and practical examples of how to implement goal setting with elementary students with and at risk of emotional and behavioral disorders. Examples of progress monitoring and ideas for how to intensify goal supports are described. [ABSTRACT FROM AUTHOR]

The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this article, we provide a practical demonstration of how to make instructional decisions based on screening and progress monitoring of student SEL skill acquisition. [ABSTRACT FROM AUTHOR]

Researchers have found that verbal aggression (VA) is the most frequent form of aggression reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, and low sense of school belonging. Moreover, VA is known to occasion physically aggressive responses, making VA especially problematic for students who exhibit chronic maladaptive behavior profiles. In this study, therefore, we surveyed 144 middle and high school students identified with an emotional and behavioral disorder to understand their involvement with VA, response to victimization, and what VA messages lead to physical aggression. We also investigated the locations of VA incidents, student perceptions about teacher-delivered consequences for VA, and witness behavior. We discuss the implications for practice, including explicit skill instruction for students and incorporating content about VA into preservice teacher coursework covering prevention and intervention strategies. Finally, we provide suggestions for future research such as conducting observations across a variety of school settings and in different regions of the country, and collecting qualitative data to enrich quantitative findings. [ABSTRACT FROM AUTHOR]

Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with behavior challenges. Ratings of respectful behavior and rule-following behavior were collected for each marking period of one academic year during reading instruction and during lunch at both individual and classroom levels. Two sets of hierarchical linear models examined whether individual behavior trajectories were independent of classroom grouping (i.e., unconditional growth models) and whether classmate behavior norms predicted individual behavior (i.e., conditional growth models). Overall, individual trajectories for respectful behavior and rule-following behavior were not dependent on classroom groupings. However, across behaviors and settings, classroom norms significantly predicted individual behavior. These findings extend classroom norms research into an EBD setting and suggest that classroom norms may promote or inhibit positive behavior within self-contained classrooms for students with EBD. Behavior support programs within self-contained settings should account for influence of classroom norms (e.g., incorporation of group contingencies) to enhance social functioning of students with EBD. [ABSTRACT FROM AUTHOR]

Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented. [ABSTRACT FROM AUTHOR]

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research. [ABSTRACT FROM AUTHOR]