In this study, we sought to determine if the "Scales for Assessing Emotional Disturbance -- Third Edition" ("SAED-3"; Epstein et al., 2020) demonstrated adequate validity using criterion validation techniques. The associations between the "SAED-3" subscales and composite scores were examined in relation to similar…

Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

The present study aimed at researching whether students with formally diagnosed behavioural, emotional and social difficulties (BESD) differ in their self-perceived emotional and social inclusion as well as in their academic self-concept, depending on individual behavioural pattern (externalising and internalising behaviour) and school setting…

The present study was conducted to determine whether the problem characteristics of U.S. students school-identified with emotional disturbance (ED) have changed over two decades. We used data from a teacher rating instrument designed to measure the five problem characteristics of ED, as stated in its Individuals with Disabilities Education Act…

Students with Emotional and Behavioral Disorders (EBD) are placed outside of their public school more frequently than other students with disabilities, yet there are gaps in the literature on reintegration processes and the possible negative impact when collaboration between schools is minimal. Public schools rely on private placements in…

The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavior concerns. Participants were 30 middle school students with social, emotional, and behavior concerns, along with their parents and teachers. Participants were…

The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were…

The enhanced choice model of skill-based treatment (ECM-SBT; Rajaraman et al., 2021) is a package of behavioral treatment procedures with modifications designed to reduce risks associated with extinction of problem behavior. The skill-based treatment component of this package (Hanley et al., 2014) has been investigated thoroughly in clinical…

This study explores the complex relationships among emotional and behavioral problems, self-esteem, subjective well-being, school satisfaction, and depression in adolescents. We conducted a comprehensive survey of 958 students aged 9-15 using self-report questionnaires covering emotional and behavioral problems, self-esteem, subjective well-being,…

Emotional and behavioral problems (EBPs) frequently occur in young autistic children. Discrepancies between parents and other informants are common but can lead to uncertainty in formulation, diagnosis and care planning. This study aimed to explore child and informant characteristics are associated with reported child EBPs across settings.…

Students with emotional and behavioral disorders (EBD) can exhibit severely challenging behaviors that lead to events of crisis in an inclusive classroom. This article provides practitioners with an overview of the cycle of dysregulation experienced by some students with EBD. The article includes descriptions of stages in the dysregulation cycle,…

The importance of student-teacher relationships is well established. However, research suggests that students in special education tend to experience lower quality student-teacher relationships than their peers in general education. Of particular importance is the developing research indicating that students with emotional and behavioral disorders…

Although few educators choose to work with students with behavioral difficulties, some decide to work with students with emotional and behavioral disorders (EBD). Special education teachers who work with students with EBD have a high turnover rate because those students are one of the most challenging populations to teach. Separate day programs…

Peer victimization in schools is a growing concern in China, linked to increased emotional difficulties and behavioral difficulties. A positive school climate may serve as a protective factor against both peer victimization and its adverse outcomes. This study examined the longitudinal relations between peer victimization, aggression, and school…