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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
Improving Post-Secondary Employment Outcomes For Individuals With Emotional Or Behavioral Disorders, Christine L. Kemper
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.
Mindfulness Strategies And Childhood Trauma, Jennifer Peterson
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 …
Self-Regulated Strategy Development For High School Students With Emotional/Behavioral Disorders, Bobby R. Schwark
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.
Self-Regulated Strategy Development And Students With Emotional Or Behavioral Disorders, Tyler Ross Labonne
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.