Students with emotional and behavioral disorders served in alternative educational settings (e.g., residential treatment facilities) have been exposed to traumatic events at higher rates compared to their peers. Due to the significance of the need for connection with safe, healthy adults, in healing from past traumatic experiences and developing…

General education intermediate students in three Pacific Northwest school districts are expected to learn and meet state standards while sharing their classroom and learning environments with emotional and behavioral disorder (EBD) students. EBD students have the potential to create barriers to learning by disrupting the classroom environment,…

Learning strategies can be powerful learning tools. Some studies show that even primary school students use them. However, hardly any studies have investigated the use of learning strategies of students with special needs, especially for those with emotional and behavioural disorders, in primary schools. Thus, in the present study we examined…

Teachers of students with emotional and behavioral disorders (EBD) often struggle with simultaneously meeting students' writing and behavioral needs. Building on existing Self-Regulated Strategy Development (SRSD) literature, this study investigated the collateral effects of SRSD with social skills prompts on the writing outcomes and problem…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

This longitudinal study investigated bidirectional associations between pupils' social competence and their interpersonal relationships and classroom climate in segregated special education schools for pupils with emotional and behavioral disorders in the Netherlands. Participants were in Grade 4 and 5 in School Year 1 (N = 441) and Grade 5 and 6…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

This longitudinal study examined bidirectional associations between special education pupils' teacher-child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral…

In this study, inter- and intra-individual differences of teachers' attitudes towards their students are investigated. Thirty-two teachers from inclusive primary school classes from Austria participated in the survey. Teachers filled out the ATIS scale for each of their students (N = 473 students; 55 students with SEN). The results of multilevel…

This study examined the effects of adjusting the difficulty level of instructional materials on the on-task time and comprehension of four students with emotional and behavioral disorders. All participants previously exhibited low rates of on-task behavior during reading assignments. Students were presented with reading materials at their…

This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention…

Students with emotional behavioral disorders often exhibit comorbid academic and behavior deficits and benefit from strategies that address those needs. Writing can be significantly difficult for students with EBD due to the complex requirements when completing written activities. Chapter 1 consists of two research to practice papers discussing…

Reading is a fundamental academic skill and influences numerous outcomes throughout lifespan. Unfortunately, many German students struggle with basic reading. Specifically, students with Learning Disabilities (LD) and Emotional Behavioural Disorders (EBD) encounter major hurdles. Consequently, insufficient reading achievement and concomitant…

This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS…

Some students with emotional and behavioral disabilities (EBD), specifically conduct disorder (CD) and oppositional defiant disorder (ODD), characteristically display oppositional behaviors that adversely affect their academic performance and cause gaps in their learning. The problem studied was negative behaviors exhibited by students with EBD,…