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This study was conducted to evaluate the long-term effectiveness of a second tier intervention on at risk students' behaviors and academic success. The study included 113 middle school and junior high students identified as being at risk for emotional and behavioral disorders using the Systematic Screening for Behavior Disorders (SSBD). The participants were assigned to a control group (no treatment), one, two, or three semesters of the intervention. The intervention integrated components of social skills instruction, self-management techniques, and social and emotional awareness. Students' behaviors and academic success were measured using school data (i.e. GPA, Office Discipline Referrals, attendance, and tardies) and Achenbach Teacher Rating Forms (TRF), in pretest-posttest intervention designs over a five-year period. This research used archival data funded in part by an OSEP Federal Grant (H324c030124). Primary investigator was K. Richard Young and co-primary investigator was Ellie L. Young. Results indicated that students receiving the intervention did not differ significantly from the control group in all areas measured.

Women in general have been historically overlooked in society and, more recently, in research females with emotional and behavioral disabilities (EBD) have been unnoticed (Rice, Merves, & Srsic, 2008). The purpose of the current study is to build a foundation of knowledge and practices for educators and researchers to better support and education this unique population of females. To better understand females with EBD, the researcher imposed a three-phase study, situated in two frameworks-the Culturally Responsive Theory Framework (Wlodkowski & Ginsberg, 1995) and the Participation-Identification Model (Finn, 1989), to look into the predictors of school engagement for females with EBD. In the first phase the researcher utilized quantitative data from the National Longitudinal Transition Study 2 to build three structural equation models (SEM) on the predictors of school engagement for students with EBD. Results and procedures are discussed for each SEM created. During phase two the researcher shifted the focus to females with EBD and interviewed six current females with EBD, ages 14-17. The participants were engaged in separate interviews that allowed the researcher to uncover additional variables necessary for females with EBD to engage in the school setting. The third phase consisted of an intersection of phases one and two to create a newly developed SEM model for females with EBD merging the interviews and the SEM built in phase one. The newly developed SEM is provided for future research, as well as are the provision of recommendations and implications of the results from the study.

The importance of looking at student and teacher interactions holistically is essential and results in reflective teaching practices; consequently, the reflective practice of teaching needs to incorporate all facets of the teacher, known and unknown. This study looks at the potential influence of hidden biases towards adolescent Hispanic males and students with Emotional Behavior Disorders by observing preservice teacher (PT) interactions with students within a simulated classroom environment. Factorial MANOVAs and Discriminant analyses revealed statistically significant interactions and relationships between participant level of bias and the identified student avatars. These exchanges were more prevalent with one student avatar by both experimental and control PTs; indicating that student characteristics and their differences are important factors that need to be considered when addressing issues related to bias.

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