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…

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…

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…

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…

Teachers may have affective responses to teaching students with emotional/behavioral disorders (EBD) that influence their effectiveness. We used latent profile analysis to examine the burnout profiles of 102 K-Grade 6 general education and special education teachers who had students with or at risk for EBD in their classrooms. We then examined if…

School-based universal screening for behavioral/emotional risk is a necessary first step in the identification of students who might need services within a behavioral response to intervention model. When choosing among the available screening measures, psychometric information such as reliability and validity of the scores is critical to inform…

In this study researchers examined a teacher's use of simultaneous prompting (SP) procedure in a fourth-grade special education classroom setting. Using an ABAB single subject design, the effects of a SP procedure on an increased rate of delivering questions with a small group of students identified with emotional behavior disorders were examined.…

Students with early indicators of behavior risk have predictable, negative outcomes, and those with co-existing academic problems have significantly more negative outcomes. Identifying academic subclasses of students with behavior risk can inform integrated interventions and school-based problem-solving teams. In addition, identifying academic…

The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

This study was conducted to describe the moral judgment of 12 third- through fifth-grade children with and without emotional and behavioral disorders (EBD) and to explore how feelings affected their thought processes. Data were gathered via three individually conducted moral dilemma interviews with each child participant. These procedures produced…

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…

The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one…