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Exploring Extracurricular Activity Participation, School Engagement, and Social Competence for Students with Emotional and Behavioral Disorders
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Sean T. Wachsmuth; Timothy J. Lewis; Nicholas A. Gage – Behavioral Disorders, 2023
A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders…
Descriptors: Extracurricular Activities, Student Participation, Learner Engagement, Interpersonal Competence
Paraprofessionals and Teacher Relationships in Working with Students with or at Risk of Disruptive Behavior Disorders
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Briana Bronstein; Linda A. Reddy; Todd A. Glover; Nicole B. Wiggs; Christopher M. Dudek – Grantee Submission, 2021
Limited research has been conducted examining the relationship between paraprofessionals and teacher supervisors. This study examined 175 paraprofessionals of students with or at risk of disruptive behavior disorders who reported relationships with classroom teachers in 59 elementary schools. Overall, paraprofessionals rated their relationship…
Descriptors: Paraprofessional Personnel, Behavior Disorders, Correlation, At Risk Students
Factors That Enhance the Quality of Relationships between Mentors and Mentees during Check & Connect
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Kern, Lee; Harrison, Judith R.; Custer, Beth E.; Mehta, Paras D. – Behavioral Disorders, 2019
School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the…
Descriptors: Mentors, Interpersonal Relationship, Learner Engagement, Program Effectiveness
Conduct Disorder and Initiation of Substance Use: A Prospective Longitudinal Study
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Hopfer, Christian; Salomonsen-Sautel, Stacy; Mikulich-Gilbertson, Susan; Min, Sung-Joon; McQueen, Matt; Crowley, Thomas; Young, Susan; Corley, Robin; Sakai, Joseph; Thurstone, Christian; Hoffenberg, Analice; Hartman, Christie; Hewitt, John – Journal of the American Academy of Child & Adolescent Psychiatry, 2013
Objective: To examine the influence of conduct disorder (CD) on substance use initiation. Method: Community adolescents without CD (n = 1,165, mean baseline age = 14.6 years), with CD (n = 194, mean baseline age = 15.3 years), and youth with CD recruited from treatment (n = 268, mean baseline age = 15.7 years) were prospectively followed and…
Descriptors: Inhalants, Cocaine, Drug Use, Young Adults
Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities
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Gonzalez, Linda; Cramer, Elizabeth – Journal of Urban Learning, Teaching, and Research, 2013
This study investigated the impact of a range of variables as predictors of graduation potential for students with Specific Learning Disabilities (SLD) or Emotional Behavioral Disorders (EBD) within a large urban school district. These factors included the following characteristics and elements: (a) primary exceptionality, (b) gender, (c)…
Descriptors: Student Placement, Graduation, Predictor Variables, High School Students
The Participation and Performance of Students with Emotional and Behavioral Disorders in a State Accountability Assessment in Reading
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Carr-George, Catherine; Vannest, Kimberly J.; Willson, Victor; Davis, John L. – Behavioral Disorders, 2009
This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance. Findings indicate that only 56%…
Descriptors: Emotional Disturbances, Behavior Disorders, State Standards, Cognitive Ability