This study compared in-school and out-of-school behavioral health service use and associated expenditures among children of different ages and with different psychiatric disorders. Medicaid claims from one city provided a sample of 24,271 children aged 5-17 years with psychiatric disorders who received one or more Medicaid-funded behavioral health…

The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student outcomes, schools often employ inclusive models of instruction and support. However, the implementation of inclusive models may result in students with EBD having fewer…

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Because early intervention has the potential to mitigate adverse outcomes of emotional and behavioral disorders and schools are prime locations to reach at-risk youth, research…

We all have mental health. Mental health relates to how we think, feel, behave and interact with other people. At its simplest, good mental health is the absence of a mental disorder or mental health problem. Adults, children and young people with good mental health are likely to have high levels of mental wellbeing. The World Health Organisation…

Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers' greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students…

The voices of families with children identified as EBD needed to be heard. This dissertation study allowed those families to express their joys, needs and concerns. Included with the voices of families are the voices of educators that are teaching a struggling population of children and usually in an inclusive classroom. This dissertation study…

This study sought to explore and describe the extent to which research based practices were employed for cultivating an environment that fostered reading motivation in self-contained classrooms for students with emotional and behavioral disorders (EBD). To accomplish this, a descriptive multiple case study design was employed in which data were…

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance…

This study examined longitudinal changes in peer network selection and influence associated with self-reported antisocial behavior (AB) and violent behavior (VB) over the course of middle school in a sample of ethnically diverse adolescents. Youth and families were randomly assigned to a school-based intervention focused on the prevention of…

The present study compared 124 adolescents from special schools for students with emotional and behavioural disturbances (EBDs) and 133 regular schooled adolescents with regard to their perceived maternal behaviour. It was also tested longitudinally whether effects of maternal parenting behaviour on subsequent externalising behaviour vary as a…

Students with emotional and behavioural difficulties (EBD) are more likely to struggle than their peers, which can lead to disengagement and early dropout. Although there are alternate programmes for these students, they are rarely consulted about their struggles, or about their perceived needs. The purpose of this study was to explore the lived…

Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…

It is known that schoolteachers have difficulties supporting students with Social, Emotional and Behavioural Difficulties (SEBD) in inclusive classroom settings. Despite the literature providing strategies for schoolteachers, little is known about strategy use in daily practice to influence the social participation of students with SEBD, and…

African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines…

George Sugai is the Carole J. Neag Endowed Chair in Behavior Disorders in the Neag School of Education at the University of Connecticut. He previously served on the faculty at the University of Oregon and the University of Kentucky. At Connecticut, Dr. Sugai and colleagues established the Center for Behavioral Educational and Research…