This study examined the attitudes of regular education teachers at the elementary school level, toward mainstreaming students with emotional/behavioral disorders (E/BD) and identified variables which were correlated with those attitudes.

Students with Emotional and Behavioral Disorders (EBD) often experience serious educational difficulties and negative outcomes (Gresham, MacMillan, & Bocian, 1996; Landrum, Tankersley, & Kauffman, 2003; Rock, Fessler, & Church, 1997). School-wide screening to identify students with social, emotional, and behavioral concerns (SEB) allows school personnel to identify at-risk students and connect them with needed resources. Some students appear to be identified disproportionally, with male students identified as at-risk more frequently then female students (Young, Sabbah, Young, Reiser, & Richardson, 2009). There are many possible factors that could contribute to this disproportionate identification. Since screening for EBD is often based on teacher nominations, teacher gender is one factor that needs to be considered. This study examined the influence of teacher gender on a screening process to identify students at risk for SEB in a secondary school. Nominations of at risk students from 40 middle school teachers were evaluated to determine if teacher gender influenced the proportion of male and female students identified as at risk for SEB. Teacher gender did not significantly influence which gender of students were nominated. Future research may investigate other factors that may contribute to disproportionate identification.

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The purpose of this study was to investigate the effects of self-management strategies as a means of reducing off-task and disruptive behaviors of elementary school children identified as emotionally disturbed or behavior disordered (E/BD). This study provided a practical approach for classroom teachers to implement self-management strategies in classes that include children identified as having E/BD. Five elementary school children who were formally evaluated and enrolled in a special education classroom for students with E/BD were selected to participate in the study. The study also examined the effects of the self-management procedures when targeted behaviors were monitored by peers. Four resource students from the regular education class served as peer monitors. An ABAB reversal design was used to assess the effectiveness of the self-management strategy in the special education classroom. A behavior rating scale was used at the beginning of the study to develop a baseline of student behavior and during the final phase of the intervention to measure progress. The data indicated that the self-management strategies decreased the levels off-task and disruptive behaviors for all participating students. The findings of this study substantiates previous research that suggests self-management techniques help student to manage their own behaviors.

Teachers of students with emotional and behavioral disorders (EBD) have among the highest attrition rates of any teaching discipline in the United States. High attrition rates affect EBD teachers, school districts, and students with EBD. Through the theoretical lenses of Maslow's hierarchy of needs theory and Eisenberger's organizational support theory (OST), this study sought to determine if there was a difference in college preparation, job support, and job benefit/amenity factors identified by EBD teachers who intended to leave the discipline (n = 6) and those who intended to stay (n = 9). This quantitative, survey-based study yielded data from 15 EBD teachers. Results of independent-samples t-tests indicated there were no statistically significance differences in responses between the 2 groups. However, there were notable differences when the highest and lowest means scores of individual survey items were examined. The importance both groups placed on job supports when compared to college preparation and job benefit/amenities was evident. Additionally, the results indicated that EBD teachers planning on leaving the profession placed more importance on direct contact with school administrators when compared with those intending to stay. Results of this study should be taken with caution as they are drawn from a relatively small sample of EBD teachers. The results of the study may add to the field of research on EBD teacher attrition rates and possibly assist universities, educational leaders, and education policy makers in developing means to address this issue. Importantly, the results of the study could promote the professional success of EBD teachers as well as the academic, behavioral, and social growth of the students they teach.

The purpose of this study was to investigate the effects of a computer program for students with emotional behavioral disorder (EBD) on behavior and academics. This concurrent, multiple baseline study investigated the use of Brainology with three upper elementary students diagnosed with EBD. Evaluations across behavior, academics, and behavioral academic indicators resulted in indications of possible effectiveness with one fourth grade student and limited to no effects with the other two students. There was a lack of multiple demonstration of intervention effect in this study across the baseline for behavior. Overall, student effort appeared to increase using this intervention, which is an important finding given the problems with disengagement that students with EBD experience (Wagner et al., 2004. Despite the limited results of this study, Brainology appears to hold some promise for students with EBD and it is hoped that further research will explore this possibility further. The teachers and students indicated that the treatment had strong to moderate validity on validity measures. Implications for Brainology and students with EBD are presented. Study limitations and directions for future research and practice are discussed. / text

Historically, youth with emotional and behavioral disorders (EBD) have experienced higher rates of absenteeism, lower grade point averages, and higher course failure than their non-disabled peers; as a result, students with EBD are at significant risk of school failure, dropping out of school, and experiencing poor life outcomes. Emerging literature suggests that teaching self-determination to students with EBD may be an effective strategy to address the in-school and post-school challenges faced by youth with EBD. The purpose of this study was to examine the impact of teaching self-determination on adolescents with EBD's on- and off-task behavior, grades, progress towards self-selected goals, and global self-determination. The Self-Determined Learning Model of Instruction (SDLMI) was implemented with four high school students with EBD between the ages of 14 and 16 years who were having difficulty meeting classroom behavioral expectations in two general education classrooms. The SDLMI teaches key components of self-determination, is suitable for diverse students, and is compatible with major academic content areas. Twelve lessons were taught as a separate curriculum individually to each participant. The entire study took 25-weeks, between October and April, to complete. A multiple baseline across participants design was used to examine the functional relation between SDLMI intervention and the on- and off-task behaviors of high school students with EBD. The results showed that all four students significantly increased on-task behaviors and decreased off-task behaviors and all four participants maintained the increase of on-task behaviors and the decrease of off-task behaviors after the intervention was withdrawn. Moreover, all four students made progress towards their goal of implementing on-task behavior in the classroom and generalized on-task behavior to a second general education classroom. However, data regarding the impact on students' grades and self-determination were inconclusive. The study provides evidence of effective self-determination instruction that supports students to improve their behavior in a general education classroom. It also provides direction for future research exploring the relationship between behavior and academic skills. Contributions to the field, limitations, and implications for practice and future research are provided. / text

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2018-05-16T13:39:55Z No. of bitstreams: 1 PDF - Valéria Morais da Silveira Sousa.pdf: 51558163 bytes, checksum: 8ab8b62eed1b9d1a87aa5b7f9b995f20 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2018-05-22T20:50:45Z (GMT) No. of bitstreams: 1 PDF - Valéria Morais da Silveira Sousa.pdf: 51558163 bytes, checksum: 8ab8b62eed1b9d1a87aa5b7f9b995f20 (MD5) / Made available in DSpace on 2018-05-22T20:50:45Z (GMT). No. of bitstreams: 1 PDF - Valéria Morais da Silveira Sousa.pdf: 51558163 bytes, checksum: 8ab8b62eed1b9d1a87aa5b7f9b995f20 (MD5) Previous issue date: 2017-09-14 / Mental and behavioral disorders (MBD) have been appointed these days as the third main cause of work removal. Part of removed workers are sent from INSS to the Professional Rehabilitation (PR) program, wich is called Reabilita, managed by this autarchy, wich, using its own methodology, aims to provide to the disabled beneficiaries (parcial or totally) the indicated means to re-entry in work Market. This study had as objective to analyze the work return experiences of rehabilitated workers who were removed due to MBD. The theoretical contribution has been solidified in the legislation that protects the professional rehabilitation actions at INSS, with the conception of health inspired in canguilhemian epistemology and in Dejours perspective. About the methods, it is a qualitative research and it had the participation of four rehabilitated workers with MBD from a city of Paraíba State. For the collect of data, it was used a sociodemografic questionary and a semistructured interview script. For data analysis the adopted perspective was the thematic content analysis. The results showed that the experiences of the workers are permeated of uncertainties about the PR unfoldings and low expectations with regard its resolution, wich means that they do not assign their work activity to PR, and the disarticulation between the company and INSS showed itself as a particular relevance aspect. The assignmented meanings to work were, mostly, related to subsistence. The pathogenic suffering experiences were sinalized in the interviews in the forms of a lack of recognition and a lack of cooperation, while the lack of the disease was showed as predominant in the assigned meanings to health by the participants. In the universe of PR, the mental health is still at the margin in the routing mechanisms to work re-entry. Considering it, it is essential that intervention measures be created, in Reabilita methodology, that contemplate the particularities of each worker with MBD. / Os Transtornos Mentais e Comportamentais (TMC) têm sido apontados atualmente como a terceira principal causa de afastamento do trabalho. Parte dos trabalhadores afastados são encaminhados pelo Instituto Nacional de Seguro Social (INSS) ao programa de Reabilitação Profissional (RP) denominado Reabilita, gerenciado por esta autarquia, que através de metodologia própria visa proporcionar aos beneficiários incapacitados parcial ou totalmente para o trabalho, os meios indicados para o reingresso no mercado de trabalho. O presente estudo teve como objetivo analisar as vivências do retorno ao trabalho de trabalhadores reabilitados que tiveram por motivo do afastamento os TMC. O aporte teórico ancorou-se na legislação que ampara as ações de reabilitação profissional no INSS, na concepção de saúde inspirada na epistemologia canguilhemiana e na perspectiva de Dejours. Quanto ao método, tratou-se de uma pesquisa de natureza qualitativa e contou com a participação de quatro trabalhadores reabilitados com TMC de uma cidade do estado da Paraíba. Para a coleta dos dados, foram utilizados um questionário sociodemográfico e um roteiro de entrevista semiestruturada. Para a análise dos dados, a perspectiva adotada foi a análise de conteúdo temática. Os resultados mostraram que as vivências dos trabalhadores são permeadas por incertezas com relação aos desdobramentos do processo de RP e baixa expectativa no que diz respeito à sua resolutividade, ou seja, não atribuíram à RP seu retorno à atividade laboral, e a desarticulação entre empresa e INSS apresentou-se como um aspecto de particular relevância. Os significados atribuídos ao trabalho foram, predominantemente, relacionados à subsistência. As vivências de sofrimento patogênico foram sinalizadas nas entrevistas sob as formas de falta de reconhecimento e falta de cooperação, enquanto a ausência de doença pareceu predominante nos significados atribuídos à saúde pelos participantes. No universo da RP, a saúde mental ainda se encontra à margem nos mecanismos de encaminhamento para o retorno ao trabalho. Nesse sentido, é essencial que sejam criadas medidas de intervenção, no interior da metodologia do Reabilita, que visem às particularidades de cada trabalhador com TMC.

Behavioral and emotional disorders in the context of school and social consequences for the first grade of elementary school pupil. Abstract: This dissertation dealt with the issue of behavioral disorders with children in younger school age. Its main goal was to ascertine the extent of the behavioral disorders of pupils in the first grade of primary school from the teachers perspective and to find out which symptoms of behavioural disorders are the most frequently manifested by pupils in several elementary schools in Prague. Then to analyze the impact of these symptoms or rather behavior disorder on school results, peer relations and relational attitudes of teachers to pupils with behavioral disorders. The final aim was to find out and assess the cooperation between school and the family. Also interest and willingness of the family to collaborate on potentional correction or educational measures proposed by school. This dissertation is entirely practical because it presents a real pedagogical background and its only respondents were the class teachers, which were supposed to know the relations in the classroom. The theoretical part describes by using a specialized sources at first beavioral disorders that have educationnally, socially or personality conditioned basis, but also disorders for whose cause is...

Students with emotional behavioral disorders (EBD) are at greater risk for dropping out of high school than other students, and are likely to experience fewer employment options and more societal marginalization. Alternative schools have been viewed as a last chance and best option for educating many students with EBD who have not actually been diagnosed. The purpose of this qualitative case study was to explore persistence and retention in the alternative school setting for students who may or may not have been diagnosed with EBD. Students in this study will be referred to as EBD. Although they have not been formally diagnosed, all of the students suffered with symptoms of emotional and behavioral disorders. Interview and observational data were examined through the theoretical lens of the Bandura's theory of self-efficacy and Erikson's theory of psychosocial development. The research questions focused on the meaning of academic persistence for students in an alternative school, the institutional efforts to retain students, and the processes and consequences to improve student engagement and retention. Seven teachers and administrators from an alternative school in Georgia were interviewed, and analysis and interpretation of data from the interviews, observations, and field notes revealed five major themes: support, acknowledgment for incremental gains, struggle to focus, and we are family. These results indicated that some of the most challenging students can persist when they are provided with support (parental, academic, emotional, and community), and future longitudinal research is needed on students' post-high school functioning. The results also showed the need for systemic changes that include formal assessments and diagnoses because access to psychological services are not provided until students have been properly diagnosed.