Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD

Cathy A. Bradley, Courtney Degler, Larry Zamora, Michael Fitzpatrick, Ph.D.
  • Cathy A. Bradley (Author) New Mexico State University image/svg+xml
  • Courtney Degler (Author) New Mexico State University
  • Larry Zamora (Author) New Mexico State University
  • Michael Fitzpatrick, Ph.D. (Author) New Mexico State University
DOI
https://doi.org/10.64546/jaasep.60
Abstract
Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate interventions to students with EBD will assist in building student’s self-esteem and increase capacity. Moreover, school staff can directly impact the student’s value-expression function providing a perception of acceptance in the school social culture increasing positive student engagement (Blumenfeld & Raymond, 2000, Nieto & Boyd, 2008). The purpose of this article is to provide the history of EBD and educational laws, discuss importance of collaboration and role of the Multi-Disciplinary Team, and discuss three recommendations to improve the outcomes of students identified as EBD.
Keywords
Educational Legislation, Equal Education, Evidence Based Practice, Federal Legislation, Emotional Disturbances, Behavior Disorders
References

Achilles, G., Croninger, G., & McLaughlin, M. (2007). Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the seels national dataset [Electronic version]. Journal of Emotional and Behavioral Disorders, 15(1), 33-45. DOI: https://doi.org/10.1177/10634266070150010401

Acker, J. (2003). Class acts: Outstanding college teachers and the difference they make [Electronic version]. Criminal Justice Review, 28(2), 215-231. DOI: https://doi.org/10.1177/073401680302800202

Allinder, R. M., & Siegel, E. (December 2005). Review of assessment procedures for students with moderate and severe disabilities [Electronic version]. Education and Training in Developmental Disabilities, 40(4), 343-51.

Baglieri, S., & Knopf, J. (2004). Normalizing difference in inclusive teaching [Electronic version]. Journal of Learning Disabilities, 37(6), 525-529. DOI: https://doi.org/10.1177/00222194040370060701

Bakken, T.; & Kortering, L. J. (1999). The constitutional and statutory obligations of schools to prevent students with disabilities from dropping out [Electronic version]. Remedial and Special Education, 20(6), 360-366. DOI: https://doi.org/10.1177/074193259902000610

Beaver, W. (2004). Can ―No Child Left Behind‖ work? [Electronic version]. American Secondary Education, 32(2), 3-18.

Bennet, C., Downing, J., & Keating, T. (2005). Effective reinforcement techniques in elementary physical education: The key to behavior management [Electronic version]. The Physical Educator, 62(3), 114-122.

Berry, B., Hoke, M., & Hirsch, E. (2004). The search for highly qualified teachers [Electronic version]. Phi Delta Kappan, 85, 684-689. DOI: https://doi.org/10.1177/003172170408500909

Blumenfeld, W., & Raymond, D. (2000). Prejudice and Discrimination. In M. Adams (Ed. Et al.), Reading for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism. New York, NY: Routledge.

Boghossian, P. (2006). Socratic pedagogy, critical thinking and inmate education [Electronic version]. The Journal of Correctional Education, 57(1), 42-63.

Bowek, J., (2005). Classroom lnterventions for students with traumatic brain injuries [Electronic version]. Preventing School Failure, 49(4), 34-41. DOI: https://doi.org/10.3200/PSFL.49.4.34-41

Browder, D. M. (2001). Curriculum and assessment for students with moderate and severe disabilities [Electronic version]. The Journal of the Association for Persons with Severe Handicaps. 26(4), 293-4. DOI: https://doi.org/10.2511/rpsd.26.4.293

Brown, D. (2005). The significance of congruent communication in effective classroom management [Electronic version]. The Clearing House, 79(1), 12-15. DOI: https://doi.org/10.3200/TCHS.79.1.12-15

Buford, R., & Mullen, M. (2003). Perceptions of problems held by incarcerated adolescents with and without emotional/behavioral disorders [Electronic version]. Internal Journal of Special Education, 18(2), 95-105.

Burton, B. & Kaplan, F. (1965). Christmas in purgatory. Boston: Allyn & Bacon.

Carrigan, J. (1994). Paint talk: An adaptive art experience promoting communication and understanding among students in an integrated classroom [Electronic version]. Preventing School Failure, 38(2), 34. DOI: https://doi.org/10.1080/1045988X.1994.9944302

Carter, E., & Lunsford, L. (2005). Meaningful work: Improving employment outcomes for transition-age youth with emotional and behavioral disorders [Electronic version]. Preventing School Failure, 49(2), 63-69. DOI: https://doi.org/10.3200/PSFL.49.2.63-69

Cartledge, G., Kea, C., & Ida, D. (2000). Anticipating differences--celebrating strengths: Providing culturally competent services for students with serious emotional disturbance [Electronic version]. Teaching Exceptional Children, 32(3), 30-37. DOI: https://doi.org/10.1177/004005990003200305

Clark, M., Walters, S., Gingerich, R., & Meltzer, M. (2006). Motivational interviewing for probation officers: Tipping the balance toward change [Electronic version]. Federal Probation, 70(1), 38-44.

Coleman, M. C. & Webber, initials? (2002). Emotional & Behavioral Disorders Theory and Practice. (4th ed). Boston, MA: Pearson Education Company.

Cook, B. G., Landrum, T. J., Tankersley, M., & Kauffman, J. M. (2003). Bringing research to bear on practice: Effecting evidence-based instruction for students with emotional or behavioral disorders [Electronic version]. Education and Treatment of Children, 26(4) 345-361.

Copeland, W., Miller-Johnson, S., Keeler, G., Angold, A., & Costello, E. (2007). Childhood psychiatric disorders and young adult crime: a prospective, population-based study [Electronic version]. American Journal of Psychiatry, 164, 1668-1675. DOI: https://doi.org/10.1176/appi.ajp.2007.06122026

Corrigan, P., Holmes, E., McCracken, S. (2001). Motivational interviews as goal assessment for persons with psychiatric disability [Electronic version]. Community Mental Health Journal, 37(2). 113-122. DOI: https://doi.org/10.1023/A:1002757631131

Crowley, A., & Wall, S. (2007). Supporting children with disabilities in the catholic schools [Electronic version]. Catholic Education, 10(4), 508-522. DOI: https://doi.org/10.15365/joce.1004082013

Darling-Hammond, L., & Youngs, P. (2002). Defining ―highly qualified teachers‖: What does ―scientifically-based research‖ actually tell us? [Electronic version]. Educational Researcher, 31(9), 13-25. DOI: https://doi.org/10.3102/0013189X031009013

Decker, L. E. (September, 2001). Allies in education [Electronic version]. Principal Leadership (High School Ed.). 2(1), 42-46.

Dornbush, M., & Pruitt, S. (2002). Teaching the tiger: A handbook for individuals involved in the education of students with attention deficit disorders, tourette syndrome or obsessive-compulsive disorder. Duarte, CA: Hope Press.

Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with Downing, J. E. (2002). Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers (2nd Ed.) Baltimore: Brookes Publishing Co.

Education for All Handicapped Children Act (1975), Pub. L. No. 94-142.

Edyburn, D. L. (2006). Cognitive prostheses for students with mild disabilities: Is this what assistive technology looks like? [Electronic version]. Journal of Special Education Technology, 21(4), 62-65. DOI: https://doi.org/10.1177/016264340602100408

Edyburn, D. L. (2006). Searching for evidence of the effectiveness of assistive or instructional technology interventions [Electronic version]. Journal of Special Education Technology, 21(2), 74-78. DOI: https://doi.org/10.1177/016264340602100207

Elementary and Secondary Education Act (ESEA) (1965). U. S. Department of Education.

Evans, A. (2003). Empowering families, supporting students [Electronic version]. Educational Leadership, 61(2), 35-37.

Farmer, J. E., & Peterson, L. (1995). Pediatric traumatic brain injury: Promoting successful school reentry [Electronic version]. School Psychology Review, 24, 230-243. DOI: https://doi.org/10.1080/02796015.1995.12085764

Feldman, K., Denti, L., (2004). High-access instruction: Practical strategies to increase active learning in diverse classrooms [Electronic version]. Focus on Exceptional Children, 36(7), 1-10, 12. DOI: https://doi.org/10.17161/fec.v36i7.6805

Fitzpatrick, M., & Knowlton, E. (2007). No child left behind‘s implementation in urban school settings: Implications for serving students with emotional and behavioral disorders [Electronic version]. American Academy of Special Education Professionals: AASEP Publications. DOI: https://doi.org/10.64546/jaasep.35

Fitzpatrick, M. (2005). Emergence of e-learning for middle school students with specific learning disabilities: Comparing e-learning with face-to-face instruction. Dissertations Abstracts International. French, N. K. (Oct. 2003). Paraeducators in special education programs [Electronic version]. Focus on Exceptional Children, 36(2), 1-16. DOI: https://doi.org/10.17161/foec.v36i2.6869

Fuchs, L., Fuchs, D., & Capizzi, M. (2005). Identifying appropriate test accommodations for students with learning disabilities [Electronic version]. Focus on Exceptional Children, 37(6), 8. DOI: https://doi.org/10.17161/fec.v37i6.6812

Gerber, S., & Basham, A. (1999). Responsive therapy and motivational interviewing: Postmodernist paradigms [Electronic version]. Journal of Counseling and Development, 77(4), 418-422. DOI: https://doi.org/10.1002/j.1556-6676.1999.tb02468.x

Giangreco, M., & Edelman, S. (1996). Support service decision making for students with multiple service needs: Evaluative data [Electronic version]. The Journal of the Association for Persons with Severe Handicaps, 21, 135-144. DOI: https://doi.org/10.1177/154079699602100304

Giangreco, M., & Edelman, S. (1999). Changes in educational team membership for students who are deaf-blind in general education classes [Electronic version]. Journal of Visual Impairment & Blindness, 93(3), 166-173. DOI: https://doi.org/10.1177/0145482X9909300305

Goode, S. (2006). Assistive technology and diversity issues [Electronic version]. Topics In Early Childhood Education, 26(1), 51-54. DOI: https://doi.org/10.1177/02711214060260010501

Gresham, F. (2005). Response to intervention: an alternative means of identifying students as emotionally disturbed [Electronic version]. Education and Treatment of Children, 28(4), 328-344.

Grisso, T. (2007). Do childhood mental disorders cause adult crime? [Electronic version]. American Journal of Psychiatry, 164, editorial. DOI: https://doi.org/10.1176/appi.ajp.2007.07081353

Gunter, P., Denny, R., & Venn, M. (2000). Modification of instructional materials and procedures for curricular success of students with emotional and behavioral disorders [Electronic version]. Prevent School Failure, 44(3), 116-121. DOI: https://doi.org/10.1080/10459880009599793

Halx, M., & Reybold, E. (2005). A pedagogy of force: Faculty perspectives of critical thinking capacity in undergraduate students [Electronic version]. The Journal of General Education, 54(4), 293-315. DOI: https://doi.org/10.2307/27798029

Harrison, S. (2003). Creating a successful learning environment for postsecondary students with learning disabilities: Policy and practice [Electronic version]. Journal of College Reading and Learning, 33(2), 131-145. DOI: https://doi.org/10.1080/10790195.2003.10850144

Hutchby, I. (2005). ―Active listening‖: Formulations and the elicitation of feelings-talk in child counseling [Electronic version]. Research on Language and Social Interactions, 38(3), 303-329. DOI: https://doi.org/10.1207/s15327973rlsi3803_4

Idol, L. (2006). Toward inclusion of special education students in general education: A program evaluation of eight schools [Electronic version]. Remedial and Special Education, 27(2), 77-94. DOI: https://doi.org/10.1177/07419325060270020601

Individuals with Disabilities Education Act (2004), 20 U.S.C. 1400 et seq., Pub. L. No. 108-446.

Judge, S. (2006). Constructing an assistive technology toolkit for young children: Views from the field [Electronic version]. Journal of Special Education Technology, 21(4), 17-24. DOI: https://doi.org/10.1177/016264340602100403

Kasahara, M., & Turnbull, A. (2005). Meaning of family-professional partnerships: Japanese mothers‘ perspectives [Electronic version]. Exceptional Children, 71(3), 249-265. DOI: https://doi.org/10.1177/001440290507100303

Kelly, M. (2007). Active listening for the classroom [Electronic version]. About.com: Secondary School Educators. 17 September 2007 http://712educators.about.com/cs/activelistening/a/activelistening.htm

Lacava, P., Golan, O. (2007). Using assistive technology to teach emotion recognition to students with asperger syndrome: A pilot study [Electronic version]. Remedial and Special Education, 28(3), 174-181. DOI: https://doi.org/10.1177/07419325070280030601

McConaughy, S. H., & Ritter, D. R. (2002). Best Practices in Multidimensional Assessment of Emotional or Behavioral Disorders. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (1302-1302) Washington D.C.: National Association of School Psychologists.

McIntyre, T., & Battle, J. (1998). The traits of ―good teachers‖ as identified by african american and white students with emotional and/or behavioral disorders [Electronic version]. Behavioral Disorders, 23(2), 134-142. DOI: https://doi.org/10.1177/019874299802300204

McIntyre, T., & Tong, V. (1998). Where the boys are: do cross-gender misunderstandings of language use and behavior patterns contribute to the overrepresentation of males in programs for students with 60 Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with emotional and behavioral disorders? [Electronic version]. Education and Treatment of Children, 21(3), 321-332.

Meadows, N. (1996). Meeting the challenges of responsible inclusion [Electronic version]. Preventing School Failure, 40, 139-142. DOI: https://doi.org/10.1080/1045988X.1996.9944668

Mechling, L. (2007). Assistive technology as a self-management tool for prompting students with intellectual disabilities to initiate and complete daily tasks: A literature review [Electronic version]. Education and Training in Developmental Disabilities, 42(3), 252-269.

Mitchem, K., Kight, J., Fitzgerald, G., Koury, K., & Boonseng, T. (2007). Electronic performance support systems: An assistive technology tool for secondary students with mild disabilities [Electronic version]. Journal of Special Education Technology, 22(2), 1-14. DOI: https://doi.org/10.1177/016264340702200201

Muscat, A. (2005). Ready, set, go: The transtheoretical model of change and motivational interviewing for ―fringe‖ clients [Electronic version]. Journal of Employment Counseling, 42(4), 179-191. DOI: https://doi.org/10.1002/j.2161-1920.2005.tb01089.x

Nieto, S., & Boyd, P. (2008). Affirming Diversity: The Sociopolitical Context of Multicultural Education, Fifth Ed., Boston, MA: Pearson, Allyn & Bacon.

No Child Left Behind Act (2002). Pub. L. No. 107-110.

Obiakor, F. S. (2007). Multicultural special education: Culturally responsive teaching. New Jersey: Pearson Education Inc.

Osher, D., & Hanley, T. V. (2001). Implementing the sed national agenda: Promising programs and policies for children and youth with emotional and behavioral problems [Electronic version]. Education and Treatment of Children, 24(3) 374-403.

Osher, D., Woodruff, D., & Sims, A. (2001). Schools make a difference: The Overrepresentation of African American you in special education and the juvenile justice system. In D. Losen & F. Orfield (Eds.), Racial inequality in special education (93-116). Cambridge, MA: Harvard Education Press.

Patrone, G., & Pettapiece, R. (2007). Technology for individuals with special needs [Electronic version]. Phi Delta Kappan, 88(7), Inside Back Cover. DOI: https://doi.org/10.1177/003172170708800720

Peterson, B. (2001). Motivating Students To Do Quality Work. In B. Bigelow (Ed. Et al), Rethinking Our Schools, Vol. 2. (219-224) Milwaukee, WI, Rethinking Schools.

Pierce, K., & Schreibman, L. (1995). Increasing complex social behaviors in children with autism: effects of peer-implemented pivotal response training [Electronic version]. Journal of Applied Behavior Analysis, 28, 285-295. DOI: https://doi.org/10.1901/jaba.1995.28-285

Pincus, F. (2000). ―Discrimination Comes In Many Forms: Individual, Institutional, and Structural.‖ In M. Adams (Ed. Et al.), Reading for Diversity and Social Justice: An Anthology on Racism, Antisemitism, Sexism, Heterosexism, Ableism, and Classism (21-30). New York, NY: Routledge.

Pollack, M. (2006). Autominder: A Case Study of Assistive Technology for Elders with Cognitive Impairment [Electronic version]. Generations (San Francisco, California), 30(2), 67-69.

Protheroe, N. (2005). Learning and the teacher-student connection [Electronic version]. Principal, 85(1), 50-52.

Pulman, A. (2007). Can a handheld gaming device be used as an effective assistance technology tool? [Electronic version]. British Journal of Educational Technology, 38(3), 532-534. DOI: https://doi.org/10.1111/j.1467-8535.2007.00719.x

Rainforth, B., & England, J. (1997). Collaborations for inclusion [Electronic version]. Education and Treatment of Children, 20, 85-104.

Rebell, M., & Hunter, M. (2004). ‗Highly qualified‘ teachers: Pretense or legal requirement? [Electronic version]. Phi Delta Kappan, 85(9), 690-696. DOI: https://doi.org/10.1177/003172170408500910

Reitz, E., & Dekovic, M. (2005). The structure and stability of externalizing and internalizing problem behavior during early adolescence [Electronic version]. Journal of Youth and Adolescence, 34(6), 577-588. DOI: https://doi.org/10.1007/s10964-005-8947-z

Salpeter, J. (2007). Vital signs: What are experienced districts saying about the keys to successful differentiated instruction? The answers may surprise you [Electronic version]. Technology & Learning, 27(10), 18-22, 24, 26.

Scanlon, D., & Mellard, D. (2002). Academic and participation profiles of school-age dropouts with and without disabilities (Statistical Data Included) [Electronic version]. Exceptional Children, 68(2), 239-258. DOI: https://doi.org/10.1177/001440290206800206

Scholl, R. (2005). Student questions: Developing critical and creative thinkers [Electronic version]. Thinking, 17(4), 34-46. DOI: https://doi.org/10.5840/thinking20051746

Shavelson, R. J., Phillips, D. C., Towne, L., & Feuer, M. J. (2003). On the science of education design studies [electronic version]. Educational Researcher, 32(1), 25-28. DOI: https://doi.org/10.3102/0013189X032001025

Skylar, A. (2007). Using assistive technology to include low-performing students in peer tutoring: A little help from mini-me [Electronic version]. Journal of Special Education Technology, 22(1), 53-57. DOI: https://doi.org/10.1177/016264340702200105

Skylar, A. (2007). Virtual reality as assistive technology [Electronic version]. Journal of Special Education Technology, 22(2), 55-58. DOI: https://doi.org/10.1177/016264340702200205

Smith, A. (2003). Scientifically based research and evidence-based education: A federal policy context [Electronic version]. Research and Practice for Persons with Severe Disabilities, 28(3), 126-132. DOI: https://doi.org/10.2511/rpsd.28.3.126

Sugai, G., Sparague, J. R., Horner, R., & Walker, H. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8(2), 94-102. DOI: https://doi.org/10.1177/106342660000800205

Sutherland, K., & Snyder, A. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders [Electronic version]. Journal of Emotional and Behavioral Disorders, 15(2), 103-118. DOI: https://doi.org/10.1177/10634266070150020101

62 Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with Thompson, F., Grandgenett, D., & Grandgenett, N. (1999). Helping disadvantaged learners build effective listening skills [Electronic version]. Education, 120(1), 130-135.

Tierno, M. (1996) Teaching as modeling: The impact of teacher behavior upon student character formation [Electronic version]. The Education Forum, 60, 174-180. DOI: https://doi.org/10.1080/00131729609335120

Turnbull, A., & Turnbull, R. (2006). Self-determination: Is a rose by any other name still a rose? [Electronic version]. Research & Practice for Persons with Severe Disabilities, 31(1), 33-88. DOI: https://doi.org/10.2511/rpsd.31.1.83

Turnbull, A. P., Turnbull, H. R., Erwin, E., & Soodak, L. (2006). Families, professionals, and exceptionality: Positive outcomes through partnership and trust. Columbus, OH: Merrill/Prentice Hall.

United States Department of Education (2007). Building the legacy: IDEA 2004. Retrieved November 5, 2007, from http://idea.ed.gov/explore/homeviolence: The use of office discipline referrals to assess and monitor school-wide

Wagner, M., & Friend, M. (2006). Educating student with emotional disturbances: A national perspective on school programs & services [Electronic version]. Journal of Emotional and Behavioral Disorders, 14(1), 12-30. DOI: https://doi.org/10.1177/10634266060140010201

Watson, S., & Johnston, L. (2007). Assistive technology in the inclusive science classroom [Electronic version]. The Science Teacher, 74(3), 34-38.

Webber, J., & Plotts, C. (2008) Definition and characteristics emotional and behavioral disorders theory and practice, Fifth Ed., (1-27). Boston, MA: Pearson, Allyn and Bacon.

Wenglinsky, H. (2004). Facts or critical thinking skills? What naep results say [Electronic version]. Education Leadership 62(1), 32-35.

Whitbread, K., Bruder, M., Fleming, G., & Park, H. (2007). Collaboration in special education [Electronic version]. Teaching Exceptional Children, 39(4), 6-14. DOI: https://doi.org/10.1177/004005990703900401

There are 95 references in total.
How to Cite
Bradley, C. A., Degler, C., Zamora, L., & Fitzpatrick, M. (2008). Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD. Journal of the American Academy of Special Education Professionals, 3(3), 47-62. https://doi.org/10.64546/jaasep.60

Fall 2008

Article Information

  • Article Type Articles
  • Submitted September 15, 2008
  • Published October 15, 2008
  • Issue Fall 2008
  • Section Articles
  • File Downloads 0
  • Abstract Views 1
  • Altmetrics
  • Share
Download data is not yet available.