Nine high school students with emotional and behavioral disorders received instruction on how to write argumentative essays to self-advocate for their transition-focused needs. A special education teacher and paraprofessional received training on the self-regulated strategy development (SRSD) model of writing instruction. They provided instruction…

The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of…

We will discuss how we found evidence of courtesy stigma in a early case study and through those parental interviews, determined that siblings have an important story of their own to share. The issues surrounding courtesy stigma are that the family members of the child with an E/BD feel diminished and de-valued by the very professionals that…

The present study aims to analyse the risk and protection factors of a sample group of children and teenagers with special educational needs in primary and secondary schools, who require intensive educational support due to the fact that they are experiencing difficulties with behavioural regulation. A theoretical revision is performed of the…

This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most…

School staff have an important role to play in identifying and assisting pupils who require additional support to regularly attend school, but their beliefs about risk factors might influence their decisions regarding intervention. This qualitative study investigated educational practitioners' beliefs about risk factors for attendance problems.…

This exploratory grounded theory study examined teacher perspectives of social competence in urban alternative high schools. Research questions elicited teachers' conceptualizations of social competence and descriptions of how their views on students' social-emotional behaviors influence pedagogy. The specific school context was behavior-focused…

Students who experience social withdrawal and anxiety (internalizing difficulties) are often overlooked in schools due to the covert nature of their symptoms. The literature lacks empirically supported preventive approaches for kindergarten students who are socially withdrawn and behind their peers in developing social skills. Furthermore,…

The Good Behavior Game (GBG) is a classroom behavior management procedure that has been shown to be effective in reducing disruptive behavior across many settings and populations (Flower, McKenna, Bunuan, Muething, & Vega, 2014). We investigated the effects of the GBG on student and teacher behavior in two classrooms containing fourth- to…

Background: Caregivers of adolescents diagnosed with Oppositional Defiant Disorder and/or Conduct Disorder (ODD/CD) experience unique challenges when interacting with child service systems involved in their adolescents' care. Absent from the literature are interventions to improve these interactions, which in the long term may improve adolescent…

Purpose: Due to the ethical concern around involuntary treatment, this study sought to investigate if youth participants in wilderness therapy who were transported to the program experienced different rates of change than those not transported. Methods: Multilevel modeling techniques were used to investigate rates of change for youth between…

The research-to-practice gap in special education refers to educators' limited use of practices that are supported by empirical evidence. Procedures specifying criteria for the determination of evidence-based practices (EBPs) in special education have the potential to address challenges associated with identifying EBPs. Although meta-analyses and…

The challenges associated with the education and treatment of children and youth with emotional and behavioral disorders (EBD) have proven to be both persistent and exceedingly complex. Thus, our best hope for improving outcomes for students with or at risk for EBD lies not in miracle cures or the eradication of all disorders, but in the…

Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of…

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three…