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Cultivating Effective Teacher-Paraprofessional Collaboration in the Self-Contained Classroom
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Barnes, Tia N.; Cipriano, Christina; Xia, Yu – Beyond Behavior, 2021
Teacher-paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we…
Descriptors: Special Education Teachers, Paraprofessional School Personnel, Interpersonal Relationship, Self Contained Classrooms
Welcoming the Sunlight: A Conversation with Mary Kay Zabel and Robert Zabel
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Teagarden, James; Kaff, Marilyn – Intervention in School and Clinic, 2018
Professors Emeriti Mary Kay and Robert Zabel share their reflections on their long and productive careers working with students and teachers. Their respective careers share much of the same history and complement each other. The Zabels share their advice with those entering the field and the challenges they see for the education of students with…
Descriptors: Career Development, Behavior Disorders, Emotional Problems, Special Education Teachers
Having Someone to Walk down the Road With: A Conversation with Jeffrey Sprague
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Teagarden, Jim; Zabel, Robert; Kaff, Marilyn – Intervention in School and Clinic, 2018
Dr. Jeffrey Sprague is a professor of special education and the director of the University of Oregon Institute on Violence and Destructive Behavior. He directs research and demonstration projects related to positive supports and youth violence prevention.
Descriptors: Special Education Teachers, Positive Behavior Supports, Crime Prevention, Youth Programs
Enthusiastic Collaboration: A Conversation with Robert Gable
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Kaff, Marilyn; Teagarden, James; Zabel, Robert H. – Intervention in School and Clinic, 2017
Robert A. Gable is the Constance and Colgate Darden Professor of Special Education and Eminent Scholar at Old Dominion University, Norfolk, Virginia. He earned his PhD from George Peabody College of Vanderbilt University and was on the faculty at Peabody--Vanderbilt and the University of Pittsburgh prior to his appointment at Old Dominion…
Descriptors: Profiles, Recognition (Achievement), College Faculty, Emotional Problems
Perspectives on Seminal Achievements and Challenges in the Field of Emotional and Behavioral Disorders
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Walker, Hill M. – Remedial and Special Education, 2015
This commentary for a special issue of "Remedial and Special Education" (RASE) on the perspectives of senior scholars (a) opens with some comments regarding the role of measures we use in behavioral science to pursue scientific truth and then (b) discusses the three most impactful developments in emotional and behavioral disorders over…
Descriptors: Emotional Problems, Behavior Disorders, Educational Innovation, Research Needs
Handbook of Research on Critical Issues in Special Education for School Rehabilitation Practices. Advances in Early Childhood and K-12 Education (AECKE) Book Series
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Singh, Ajay, Ed.; Yeh, Chia Jung, Ed.; Blanchard, Sheresa, Ed.; Anunciação, Luis, Ed. – IGI Global, 2021
Rehabilitation professionals working with students with disabilities and the families of those students face unique challenges in providing inclusive services to special education student populations. There needs to be a focus on adaptive teaching methods that provide quality experience for students with varying disabilities to promote student…
Descriptors: Students with Disabilities, Inclusion, Special Education, Teaching Methods
Lessons Learned from Implementing Self-Regulated Strategy Development with Students with Emotional and Behavioral Disorders in Alternative Educational Settings
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Ennis, Robin Parks; Harris, Karen R.; Lane, Kathleen Lynne; Mason, Linda H. – Behavioral Disorders, 2014
Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…
Descriptors: Emotional Problems, Behavior Disorders, Self Management, Change Strategies