Students with emotional or behavioral disorders (EBD) often display externalizing behaviors (e.g., aggression and defiance) and experience internalizing symptoms (e.g., anxiety and depression). When left untreated, these difficulties can result in negative outcomes for students in school and beyond. Cognitive-behavioral interventions (CBIs) offer…

School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic success as well as their overall wellbeing. School connectedness is comprised of four factors: (a) bonding, (b) attachment, (c) engagement, and (d) climate. Students with emotional and behavioral…

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students with and at-risk for EBD, investigate if mathematics and special education teachers are implementing recommended curricula and…

In an attempt to provide educational services to students eligible to receive special education, school systems are using beginning out-of-field teachers. The purpose of this phenomenological study was to determine which skills, knowledge, training methods, and support beginning out-of-field special education teachers identified as necessary to…

Educational research has examined factors contributing to teachers' burnout symptoms, including their perceptions of student behaviors (Ingersoll, 2003). Interestingly, teacher and students' races have been differentially related to teachers' perceptions of student behavior (Downey & Pribesh, 2004); this disparity in perceptions has been…

The purpose of this study was to: (a) identify which behaviors from the Systematic Screening for Behavior Disorders (SSBD) Critical Events Index occur in male Saudi Arabia primary schools and how often teachers perceive their occurrence; (b) determine the extent of concern male Saudi Arabia primary school teachers report regarding these behaviors;…

The current study evaluated whether a manualized training in functional behavioral assessment (FBA) would result in typical school professionals being able to conduct a procedurally adequate FBA with a technically accurate summary statement for student behavior. Additionally, the study examined whether summary statements obtained by trained school…

Research on pre-service teachers' perspectives toward inclusion in the Egyptian context is almost non-existent. Given this dearth of research, the purpose of this study was to examine pre-service teachers' attitudes toward including students with special needs in general education classrooms in Egypt. More specifically, this study examined the…

The majority of FBA research has focused on identifying and developing interventions based on the function or consequences of problem behavior; however, increased attention has recently been focused on the effects of antecedent variables on problem behavior in natural settings. This study examined the functional antecedent-based process in early…