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Direct linkLifen Li – ProQuest LLC, 2024
This study aims to understand special education teachers' lived experience of encountering Disruptive Classroom Behavior (DCB) among middle school students with Emotional and Behavioral Disorders (EBD) in self-contained classrooms. Employing an interpretative phenomenological approach, semi-structured interviews were conducted with eight teachers…
Descriptors: Teacher Attitudes, Student Behavior, Behavior Disorders, Self Contained Classrooms
Peer reviewedHirsch, Shanna E.; Griffith, Catherine A.; Chow, Jason C.; Walker, Alexis; Walters, Sharon M. – Behavioral Disorders, 2022
The primary aim of professional learning and development (PLD) is to create a meaningful experience to build educator knowledge and practice that can positively affect student behavior. Yet, few studies evaluate the role of PLD with special educators who work with students with emotional and behavioral disorders in self-contained settings. The…
Descriptors: Special Education Teachers, Students, Behavior Disorders, Emotional Disturbances
Barnes, Tia N.; Cipriano, Christina; Xia, Yu – Beyond Behavior, 2021
Teacher-paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we…
Descriptors: Special Education Teachers, Paraprofessional School Personnel, Interpersonal Relationship, Self Contained Classrooms
O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth; Cumming, Michelle M.; Ragunathan, Maalavika; Sutton, Rachel – Exceptional Children, 2019
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working…
Descriptors: Special Education Teachers, Teaching Conditions, Self Contained Classrooms, Emotional Disturbances
Andrus, Sara R. – ProQuest LLC, 2017
This study explored the practices rural schools in Wisconsin have in place to meet the needs of students at grades PK-3 with Emotional and Behavioral Disabilities (EBD). The research question was as follows: What practices do rural elementary schools use as they strive to meet the Individual Education Plan (IEP) Objectives of PK-3 grade students…
Descriptors: Emotional Disturbances, Behavior Disorders, Disabilities, Self Contained Classrooms
Ruich, Lawrence Joseph – ProQuest LLC, 2016
This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and…
Descriptors: Qualitative Research, Secondary School Teachers, Special Education Teachers, Self Contained Classrooms
