Education Commons^™

An Individualized Adaptation To The Timely Transition Game To Reduce The Duration Of A Student's Hallway Transitions, Hannah C. Anselment, Agnieszka Kettlewell, Odessa Luna

SCSU Journal of Student Scholarship

Student inappropriate behavior can increase hallway transition duration and decrease academic time within the classroom. This study used a multiple-baseline design to examine whether an individualized Timely Transition Game (TTG) procedure would aid in the reduction of an eight-year-old’s disruptive hallway behavior and reduce the time spent transitioning between classes. Additionally, a delayed reinforcement procedure was implemented to decrease the latency to on-task behavior within the classroom. The individualized TTG procedure reduced the rate of inappropriate hallway behavior by 78% and decreased overall hallway transitions by 1.4 mins. In addition, the delayed reinforcement procedure reduced the latency to on-task behavior …

Disparities In Behavioral Expectations For Elementary Students With Emotional Behavioral Disorders Compared To Their Classmates, Justine Lee

Culminating Projects in Special Education

Educators often view students with emotional and behavioral disorders as students who cause disruption, require generous amounts of energy, and are overall taxing on classroom management and instruction. The perception of effort that EBD students require and their potential achievement, downplays the true potential of the individual. The main focus of this paper was to examine the disparities in behavioral expectations for students with emotional behavioral disorders in comparison to their classmates.

The Effectiveness Of Positive Behavioral Interventions & Supports On Students With Emotional/Behavior Disorders, Alex Kampa

Culminating Projects in Special Education

Abstract not required

Predicting Student Pragmatic Social Skills Development By Student Age And Behavior Classification, Christopher Justin Pope

Doctoral Dissertations and Projects

Over the course of a decade, schools have experienced an increase in inappropriate student behaviors and suspensions with a decrease in teacher retention. Students are demonstrating intensive externalizing and internalizing behaviors that are producing a negative effect on their success in the classroom, with low teacher efficacy in knowing how to properly address those behaviors and concerns. Students receiving special education services in behavior tend to experience challenges with more than just behavior but tend to only experience addressing of behavior. Studies have shown that an increased number of students with a behavioral disorder are more likely to have an …

Emotional And Behavioral Disorders: Current Definitions, Terminology, And Prevalence, Edward A. Polloway, Rosel H. Schewel, James M. Kauffman, Antonia Charles, Tom E.C. Smith, James R. Patton, Lihua Yang

LC Journal of Special Education

This study provides an analysis of state guidelines with respect to terminology and definitions in emotional and behavioral disorders (EBD) as well as demographic trends. The data were analyzed from the web-based state guidelines for terminology and definitions for all 50 states and the District of Columbia and then from mining data from the most recent reports of the United States Department of Education on IDEA (USDOE, 2015, 2016). Significant findings included current information on state-based terminology, state definitions, and school prevalence. Implications are made with special attention to these factors as identified above as they relate to educational programs …

Demographic Trends In Educational Programs For Students With Emotional And Behavioral Disorders, Edward A. Polloway, Rosel H. Schewel, James M. Kauffman, Tom E.C. Smith, Antonia Charles

LC Journal of Special Education

This study analyzes demographic data in the field of emotional and behavioral disorders (EBD). The data are from the most recent reports of the United States Department of Education on IDEA (USDOE, 2015, 2016). Findings focus on school prevalence, ethnicity, placement in educational environments, and school exit patterns. Implications focus in particular on attention to these respective demographic areas identified above as they relate to educational programs.

Emotional Or Behavioral Disorders, E. Rene James

LC Journal of Special Education

If surveyed across several generations, casual inquirers would not be hard-pressed to discover differing attitudes about current behavior challenges in schools today. While many structures have been established and documents written, one cannot deny the changes in focus that are now required to accommodate new attitudes and behaviors in many children in our public education system. The Individuals with Disabilities Education Act maintains a formal definition of Emotional and Behavioral Disorders (EBD) which led to this disorder being included in the list of IEP-warranted classifications. Children who exhibit symptoms within the listed criteria often are identified as demonstrating predominately externalizing …

High-Probability Tasks And Task Completion Rates Of Students With Emotional And Behavioral Disorders., Amy R Hall

Electronic Theses and Dissertations

This dissertation is an investigation into the effects of high-probability tasks on the task completion rates of three students diagnosed with an emotional and behavioral disorder. It begins with a close look into best practices verses common practices, examines students supports currently available in schools, and highlights gaps present in today’s educational system for students who exhibit significant challenging behaviors. The dissertation reviews literature available on the topic of high-probability tasks as a logical solution to combating gaps in behavior support and describes methodology used to investigate the strategy and its effects. It closes by presenting data, conclusions, implications, and …

The Lived Experiences Of Black Male High School Students Diagnosed With Emotional Or Behavioral Disorders: A Qualitative Study On Self-Concept, James Menke

All Graduate Theses, Dissertations, and Other Capstone Projects

The purpose of this study was to gain an understanding of how the lived experiences of four Black male high school students in a setting-four program diagnosed with emotional or behavioral disorders (EBD) impact their self-concept. Through a multi-case study method, participants engaged in two interviews responding to questions in reference to lived experiences and self-concept. Critical Race Theory tenets counter-storytelling and intersectionality were applied to further and more deeply analyze the content from the interviews. A cross-case analysis of four cases produced overarching themes: I was treated inhumanely; I benefit from invested staff who build individualized connections with me; …

Striving For Homeostasis: Balancing The Inclusion Of Students With An Emotional/Behavioral Disorder, Rob Mcgarva

Walden Dissertations and Doctoral Studies

Social justice advocates have championed inclusive education, leading to its adoption in many jurisdictions. Despite policy changes designed to support learners with disabilities and research on inclusive education, students with an emotional/behavioral disorder (EBD) experience significantly poorer outcomes than their peers. Teachers often describe including this group of students as impossible and attempts to achieve inclusion often result in extreme stress. Research has identified proven inclusion strategies, but there are often problems with implementation in real-world settings. There is a research gap concerning how teachers understand and select interventions. Classic grounded theory methodology was used to identify the primary concern …

Improving Post-Secondary Employment Outcomes For Individuals With Emotional Or Behavioral Disorders, Christine L. Kemper

Culminating Projects in Special Education

This paper focuses on interventions and strategies that can be used to improve post-secondary employment outcomes for individuals with emotional or behavioral disorders, as well as barriers to success.

Planning And Implementing Student-Led Ieps For Students With Ebd, Mariya T. Davis, Ingrid K. Cumming

Special Education Faculty Publications

Students with emotional and behavioral disorders (EBD) have difficulties in transitioning to postschool environments. Research has documented that postsecondary outcomes for students with EBD in the areas of education, employment, and community participation continue to be limited and, therefore, in need of improvement. Some of the outcomes relate to how transition programs integrate effective practices to support students with EBD. In this article, we describe a student-led Individualized Education Program (IEP) practice and provide step-by-step directions that can be used for planning and conducting student-led IEPs.

Identification And Treatment Of Anxiety In Students Receiving Special Education Services: A Review Of The Literature, Analee Therese Francisco

All Electronic Theses and Dissertations

Anxiety affects school achievement and is common in nearly every disability category treated by Special Education programs. This review of literature summarizes existing research on the prevalence of anxiety disorders in students in varying disability categories, looks at the evidence of anxiety manifestations and its effects on the classroom and reports on treatments used in the school environment. Some conclusions are made about productive interventions for anxiety disorders based on past research. Although not all studies pertain specifically to special education students it is recognized that some of the information regarding anxiety as it applies to the general population is …

The Effects Of School-Wide Positive Behavior Intervention Supports On Students With Emotional Behavior Disorders In Elementary Schools, Marva Clarke Howard

Doctoral Dissertations and Projects

The purpose of this study was to explore the effectiveness of implementing School-Wide Positive Behavior Intervention Supports (SWPBIS) in elementary schools for students with Emotional Behavior Disorders (EBD) that engaged in poor adaptive behaviors. Therefore, the researcher seeked to determine if there existed a difference in the overall adaptive scores of elementary students with EBD who attended a SWPBIS school and a non-SWPBIS school. The purpose of this research study was to determine if the implementation of SWPBIS decreased the poor adaptive scores among students with EBD and if lower adaptive scores decreased the chance of disruptive and violent behaviors. …

The Academic And Social-Emotional Effects Of Classroom Service Dogs/Specialized Therapy Dogs With Handlers On Student Learning And Behavior In K-12 Special Education Students In Emotional/Behavioral Disordered Placements As Perceived By Their Teachers, Sharon Kalkoske

Dissertations

Purpose: The purpose of this phenomenological study is to determine and describe the academic and social-emotional effects of classroom service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in Emotionally/Behaviorally Disturbed (EBD) placements as perceived by their teachers.

Methodology: This study utilized qualitative data from semistructured, open-ended interview questions to analyze the research questions regarding the perceptions of teachers and educators on service dogs/specialized therapy dogs with handlers on student learning and behavior in K-12 special education students in EBD placements. The population for this study included educators working in special education classrooms …

The Impact Of Social Skills Instruction With An Emphasis On Mindfulness Among Stduents With Emotional Behavior Disorders: Does Training In Social Skills And Mindfulness Reduce Suspension Rates And Increase Positive Behavior In Students With Ebd?, Tyler James Schmidt

All Electronic Theses and Dissertations

Children labeled with Emotional Behavior Disorder (EBD), as defined by the educational system, have behavioral factors that impact their educational success in school. Research suggests that social skills instruction, mindfulness training, and positive behavior supports promoted behavioral changes. Research indicated that promoting pro-social skills and using teaching consequences result in a reduction of out-of-school suspension rates. Following a literature review, a teaching intervention was constructed and implemented for students identified with EBD in a secondary setting. The interventions included social skills instruction, mindfulness, and positive attention training. The intervention results indicated a reduction in negative behaviors and reduced suspension rates …

Increasing The Career Longevity Of Teachers Of Students With Emotional And Behavioral Disorders, Leroy V. Smith

Walden Dissertations and Doctoral Studies

Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 …

Increasing Self Regulation Skills In Students With Emotional/Behavioral Disorder, Jessica L. Ronkainen

All Electronic Theses and Dissertations

Students who qualify under Emotional/Behavioral Disorder (EBD) for special education services can exhibit significant external behaviors that significantly interfere with their educational progress. EBD students who exhibit these significant behaviors often also exhibit significant difficulties with self-regulation. Difficulty with self-regulation can be due to biological factors or environmental factors. EBD students need research based, intensive interventions to increase their self-regulation skills, which will therefore reduce externalizing behaviors. Interventions need to be implemented across the student’s entire day including interventions with parent interactions, school-wide interventions, interventions in the general education environment and interventions in the special education environment. Interventions in the …

Mindfulness Strategies And Childhood Trauma, Jennifer Peterson

Culminating Projects in Special Education

Although many interventions and treatment options are available to aid youth who display patterns of emotional or behavioral dysfunction as a result of trauma, researchers are discovering the effectiveness of “mindfulness” techniques to help young people cope with these symptoms. Mindfulness is the ability to experience the present moment without judgement and the techniques involve training in attending to present-moment experiences such as breath, sounds, and movements (Berceli & Napoli, 2007). Mindfulness is a useful tool for regulating emotions by increasing awareness and developing flexibility and adaptability in responding to one’s emotional experiences (Berceli & Napoli, 2007). The purpose of …

Emotional Behavioral Disability Prevalence Trends In Virginia And Teacher Efficacy, Amanda T. Kousen

Senior Honors Projects, 2010-2019

The purpose of this research study is to compare the prevalence rates of students diagnosed with a primary disability of Emotional Disabilities (ED) grades kindergarten through twelfth, in Virginia in 2010 and 2015, and to examine patterns of change and differences. The results shown throughout the study will help identify regions and counties where there is a larger chance for over- or under-identification of emotional disabilities. This in turn will help identify areas where training about teacher efficacy, working with students diagnosed with emotional disturbances, is needed. The objective is to collect the public-school records from the counties, regions, and …

Self-Regulated Strategy Development For High School Students With Emotional/Behavioral Disorders, Bobby R. Schwark

Culminating Projects in Special Education

Self-regulated strategy development (SRSD) is one of the most promising strategies for improving the quality of student writing. The SRSD model has been a successful tool for increasing writing skills for over 20 years, and is demonstrated to be effective for high school students with EBD.

Youth In Special Education: The Risks And Implications Of Entering The Juvenile Detention System, Natalie M. Sell

All Electronic Theses and Dissertations

Students who are serviced under the umbrella of special education are disciplined more frequently and with more exclusionary methods compared to their general education peers. A higher numbers of minority students than represented in the general population are in special education, specifically, the Emotional and Behavior Disorder category. The differences in discipline and the disproportionate number of minority students in special education lead to a negative impact on learning and achievement, an increase in anti-social behavior, and ultimately a higher likelihood of entering the juvenile justice system. Systems such as an ecological approach to classroom management, tiered behavior support interventions, …

Transition Goals For Youth With Social, Emotional, And Behavioral Problems: Parent And Student Knowledge, Judith R. Harrison, Talida State, Howard P. Wills, Beth A. Custer, Elaine Miller

Department of Teaching and Learning Scholarship and Creative Works

Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated student and parent knowledge of employment and training goals in IEPs and the match between goals and student future planning. Ninety-three high school students and parents reported their IEP participation and knowledge of goals and responses were compared to goals in their IEPs. Results indicated that students and parents had limited knowledge of goals …

Students' Perceptions Of Schooling: The Path To Alternate Education, Liane C. Pereira, Jennifer Lavoie

All Faculty Scholarship for the College of the Sciences

Policies governing education in North America have given schools the responsibility of meeting the needs of a diverse student population, including those with emotional and behavioural difficulties (EBD). To balance their need for individualized programs with their right to inclusion in schools, students with EBD may be placed in alternate programs within a mainstream school setting. However, little is known about student experiences leading to this placement or their experiences in these programs. The purpose of this study was to explore youth’s perceptions of the factors that influenced their being placed in an alternate program for students with EBD. Six …

Self-Regulated Strategy Development And Students With Emotional Or Behavioral Disorders, Tyler Ross Labonne

Culminating Projects in Special Education

The purpose of this starred paper was to conduct a literature review regarding the effectiveness of Self-Regulated Strategies Development (SRSD) has on improving the persuasive writing abilities of students with Emotional and Behavioral Disorders (EBD). A total of ten studies published from 2009 to 2015 were reviewed. Overall, the results revealed SRSD was an effective method to increase students’ quality of persuasive writing skills. However, the current findings suggested that these improvements did not always generalize to the WJIII. Recommendations for future research and implications for current practice are discussed.

Seclusion Amongst Elementary And High School Students: An Analysis Of The Role Of Demographic Variables In The Use Of Seclusion In Kansas Schools, Felicity Balluch

Prairie Journal of Educational Research

Background Demographic variables are suspected to influence seclusion rates in educational settings. However, little is known about the connections between these variables and reported incidents of seclusion, particularly how seclusion is influenced by gender, special education status, race, and eligibility for free and reduced lunch.

Purpose The purpose of this study was to understand the relationships between demographic variables and seclusion rates for elementary and high school students. It was hypothesized that all predictor variables were directly related to the outcome variable in both cases.

Design/Method This study utilized data from the Kansas Discipline Incident System (Kan-Dis), which is an …

Equipping Teachers To Meet The Needs Of Students With Emotional And Behavioral Disorders, Christie Mcduffee Elam

Walden Dissertations and Doctoral Studies

The increase of students with an emotional and/or behavioral disorder (EBD) and the increased time they are in the regular education classroom presents multiple challenges for untrained regular classroom teachers. At the local site it was noted that leadership needed a deeper understanding of the practices used by the teachers with EBD students. The purpose of this study was to identify educator's descriptions of effective instructional strategies when working with EBD students. Using Vygotsky's theories of defectology and zone of proximal development as the framework, the guiding questions for this study focused on training, instructional strategies, and behavior management tools …

Effects Of Visual Activity Schedule On Decreasing Transition Latency For An At-Risk Student, Rachel B. Pence

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

A visual activity schedule was used with a 7-year-old African-American male at-risk for Emotional Behavioral Disorder to promote appropriate transitions at school. An A-B-A-B withdrawal design was used to assess the effectiveness of a visual activity schedule on decreasing latency between four transitions that took place in the classroom. Results suggested that using a visual activity schedule decreased the amount of time it took the student to transition between activities. Limitations, and future research suggestions are provided.

In-Service Teachers' Perceptions Of Students With Emotional Behavioral Disorder, Cassandra Schreiber, Ashley Kuemper

Journal of Undergraduate Research at Minnesota State University, Mankato

Teachers play an important role in the education of children with emotional and behavioral disorders (EBD). While parents and caretakers often are aware of their child’s difficulties, educators witness the child’s level of progress (VanGelder, Sitlington, & Morrison-Pugh, 2008). Teachers are these students’ first advocates within the academic setting. According to one study, a majority of teachers working with these students are planning on leaving their positions within the next five years (Adera & Bullock, 2010). Another study found that special education teachers are more likely to leave their position than those in general education fields such as math and …

Increasing The Amount Of Time Ebd Identified Students Spend In The Classroom, Jennifer Gruber

Masters of Arts in Education Action Research Papers

This action research paper focuses on educating children in their least restrictive
environment. This study was conducted in an elementary school in St. Paul where the
district is pushing towards full inclusion. The data specifically looks at two fifth grade
students, both with Emotional Behavioral Disorders. Data sources included a parent
questionnaire, pre and post student questionnaire, teacher journal and observations, an
excel spreadsheet behavior checklist, and a check-in log for the school’s behavior room.
Results showed that both students were able to increase their amount of time spent in the general education classroom setting. Data also supported that both …