Frequent formative assessment of students' functioning, or progress monitoring, is a critical component of multi-tiered systems of support as data inform data-driven decisions about response to treatment. Progress monitoring tools for students' academic and behavioral functioning are readily available and widely researched; however, despite the…

This study employed an A-B-A-B design to examine engagement and active participation among five middle school students with emotional/behavioral disorders (EBD) while using response cards for mathematics instruction. Students with EBD often exhibit off-task behaviors, which limit their engagement with classroom learning. This is of concern as…

Using data from the National Education Longitudinal Study of 1988 (NELS:88), this quantitative study examines the impact of reading test scores as it relates to high school completion for American students with emotional behavioral disability characteristics. By analyzing the impact reading test scores have for this population, educational leaders…

Mobile technology (MT) may create new opportunities for teachers to enhance the implementation of evidence-based practices (EBPs) for students with emotional and conduct disorders (ECD) in United States. However, there remains a relative paucity of research reviewing the effectiveness of integrating MT into EBPs, also referred to as emerging…

Disruptive behavior disorders were assessed in 160 youth aged 13 years, with Autism Spectrum Disorder (ASD, n = 48), intellectual disability (ID, n = 28), or typical development (TD, n = 84). Mothers' reported collateral effects on their psychological adjustment were related to both youth disability status and clinical level behavior disorders.…

Universal screening for behavioral/mental health risk is a critical component of multitiered systems of support, allowing for early identification of students in need of prevention and/or intervention services. The Student Risk Screening Scale (SRSS; Drummond, 1994) is one commonly used universal screening tool intended to measure externalizing…

Research on teaching STEM, especially in the areas of teaching coding for students with ASD, is lacking. The purpose of the current study was to evaluate the effects of using model-lead-test to teach an elementary-aged student with ASD and severe problem behavior the following dependent variables: (a) calibrating the robot; (b) drawing tracks for…

Group contingencies have been indicated to be effective in reducing disruptive behavior and increasing academic engagement in school settings. Previous research has demonstrated their efficacy with a wide range of student ages, but there have been few studies with older students who engage in severe disruptive behavior. In the current study, we…

Students placed in special education programs for emotional and behavioral disorders with emotional disturbance (ED) identification have academic outcomes that lag both students in regular and special education. This issue is especially important for youth attending urban schools. Although prior research has examined students identified as ED,…

The need for all students to have science, technology, engineering, arts, and mathematics (STEAM) experiences has translated into research examinations of what strategies and practices work in learning STEAM-related concepts and ideas. Through research, effective frameworks, strategies, and additional considerations have been identified for…

It is the position of the National Association of School Nurses (NASN) that student behavioral health and wellness must be prioritized for students to successfully access and engage in educational opportunities. It is imperative that school systems respond to, and address, student behavioral health and wellness to ameliorate disparities related to…

Lyndal Bullock's career has focused on children and youth with significant behavior and emotional challenges. His career has spanned experiences as a teacher, counselor, and university professor. Dr. Bullock has twice served as president of the Council of Exceptional Children (CEC). His leadership and mentorship have been recognized by many…

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…

There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public-school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993-1994, 5.1% of…

This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of…