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…

Very limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in…

This paper explores development in teacher beliefs and ideas for adaptations with respect to students who display challenging behaviour. These students have the same right to inclusive education as other students, but evidence suggest that this still is a partially unsolved issue. The study's context is an elementary school using Lesson Study as…

The problem addressed in this study was that there is a lack of knowledge about middle school special education teachers' perceptions on the benefits of social emotional learning (SEL) strategies for improving the behavior of students with emotional behavior disorder (EBD) in a self-contained setting. Comer's concepts on social learning served as…

School nurses are critical components of school-based interdisciplinary teams supporting student behavioral health. The purpose of the present study is to understand the extent to which school nurses in New Mexico across grade levels manage emergencies related to behavioral health, violence, and trauma. The study also seeks to identify which…

This study explores teachers' perspectives on mandala coloring as a therapeutic tool for middle grades students with disruptive behavior disorders (DBDs). Employing an explanatory sequential mixed-methods design, the research first conducted qualitative interviews with ten experienced teachers, followed by teachers' quantitative assessments of 60…

Emotional exhaustion is prevalent among special education teachers (Brunsting et al. 2022). Previous research showed that disruptive student behavior is positively associated with teachers' emotional exhaustion (e.g., Kollerová et al. 2023). However, the underlying mechanisms are not yet fully understood. The present study investigated teachers'…

Although teachers are ideally positioned to support increasing social-emotional needs of their students, they may not always have knowledge or confidence in implementing strategies to support the student's mental health needs. This can lead to negative perceptions of students with challenging behaviors and misunderstandings of so-call…

Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and…

The case study of two-non tenured special education teachers investigated the impact of a targeted teaching approach on disruption rates of EBD students. The Responsive Classroom Approach, specifically, provided teachers with ample skills to effectively address the challenges that arose in the classroom, beyond the scope of teaching a lesson. The…

Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information…

Currently more than 400,000 youth are placed in foster care across the United States. Between 33% and 50% of these children receive special education services. Nearly half of foster care youth with disabilities are identified as having emotional and behavioral disorders, in part due to their exposure to maltreatment including neglect, substance…

The present study aims to examine the effects of a combination of academic and behavioral supports on students with emotional/behavioral disorders (EBD) who are also struggling readers. A multiple baseline across participants single case design was used to measure the impact of an evidence-based systematic phonics program, in combination with…

Since the start of the full inclusion movement, K-2 general education teachers have been overwhelmed with their behavior management due to the increased numbers of students with disabilities in their classroom who display emotional/behavioral challenges. This basic qualitative study aimed to explore K-2 teachers' perspectives on having a broad…

Adverse childhood experiences (ACEs) are prevalent among all demographic characteristics; however, higher rates of adversities occur in vulnerable populations such as females, children, young adults, minorities, and multiracial individuals. This exploratory qualitative study aimed (a) to investigate the impact adverse childhood experiences have on…