The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.

Research examining the academic experiences of youth with emotional and behavioral disorders (EBD) residing in foster care (FC) is scarce. Research is warranted to understand the academic strengths, weaknesses, and school disciplinary experiences of youth with EBD residing in FC. Data from the National Survey of Child and Adolescent Well-being II (NSCAW II) included data on eight participants classified as EBD. Having a limited number of participants classified as EBD in the data set, I used participants’ scores on the Child Behavior Checklist (CBCL) to classify participants who may be at-risk for EBD. Analyses were conducted to determine if significant relationships existed between participants’ internalizing and externalizing scores on the CBCL and their (a) scores on assessments of academic achievement and (b) behavior problems leading to suspension or expulsion. Results indicated that participants’ scores on the CBCL were not predictive of their academic achievement or of their numbers of behavior problems leading to suspension or expulsion.

In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical research on the effectiveness of quality special education teacher preparation programs, specifically those programs specializing in the education of students with emotional and behavioral disorders (EBD). The Council for Exceptional Children (CEC), the largest special education organization, conducts research on the standards needed by teachers who serve children and youth with exceptionalities. These CEC standards are recommended to serve as a guide for teacher preparation programs in special education. Utilizing the CEC standards delineated for preparation programs in EBD, the present study sought to determine how graduates of one program perceived the importance of the standards and their perceived proficiency in using the standards in their work with students with EBD. Results indicated that graduates viewed the standards as Important to their work with students with EBD. Further, they viewed their proficiency in using the standards to be above average. In addition, the present study examined the relationship between graduates perceived importance and perceived proficiency in using the CEC standards. Results indicated that graduates who had higher score ratings on their perceived importance of the standards tended to have higher ratings on their perceived proficiency scores.

The writing performance of all students is a critical factor for school success. In order for students with emotional and behavioral disorders (EBD) to have increased positive social and academic outcomes, it is imperative to continue intervention research that addresses noncompliance behavior and completion of writing tasks. This study examined the effects of high-probability request sequence interventions on the compliance behaviors and writing outcomes of two students with EBD using a multiple-baseline-across-participants design. Additionally, this study examined the social validity of the intervention procedures through the use of questionnaires for both the teachers and the participants. Results indicated that the intervention is effective in increasing both behavioral and cognitive engagement in a writing task. Educational and research implications, measures of social validity, and measures of intervention effectiveness are discussed. / text

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This study explored the relationship between attachment quality and school connectedness in a high school sample of adolescents. Although there is a literature related to adolescent attachment quality and its effects on adjustment and development, relatively little attention has been paid to the relationship between parent and peer attachment and school connectedness. Further, these attachments and connections have yet to be examined among general and special education populations. Attachment quality has been correlated with identity development, self-esteem, competence, and psychopathology and has been investigated as a mediator in the relation between risk and resilience. School connectedness centers around the theory that when adolescents perceive consistent personal power, attention, and praise, they develop a sense of attachment to their school environment. Further, school connectedness, attachment to family, and positive peer bonds, respectively, have been viewed as protective factors, i.e., preventing adolescents from engaging in health risk behaviors (i.e., violence, risky sexual behavior, drug use, and dropping out of school) (U.S. Department of Education, 2006). The present study included 157 students, aged 15 to 18 years who participated in a longitudinal study (The Longitudinal Study of Co-morbid Disorders in Children and Adolescence). Using quantitative methodologies, analyses examined the relationships among gender, ethnicity, risk status and parent attachment, peer attachment, and school connectedness. Measures included self-report questionnaires of attachment quality and school connectedness in adolescence. Several major findings from the present investigation include: (1) higher ratings of attachment to parents were associated with higher ratings of school connectedness; (2) higher ratings of attachment to peers were associated with higher ratings of school connectedness; (3) students at risk reported less school connectedness than not at risk students; and (4) the effects of peer attachment on school connectedness were moderated by risk group.

This study analyzes the relationship between scores from a measure of student engagement and scores from a measure that screens students for being at risk for emotional and behavioral disorders (EBD) in sixth grade students. Screening instruments are used in schools to improve identification of students at risk for behavioral difficulties. Measures of engagement assess students' levels of psychological and cognitive engagement in school. Students in this study completed the Student Engagement Instrument (SEI), an instrument used for measuring student engagement. Teachers completed the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) for their students, which screens for risk of EBD. Results indicate there was not a significant relationship between SEI scores and SRSS-IE scores. However, there were significant correlations between the SEI scores of psychological and cognitive engagement (r = .709, p < .01). Additionally, the relationship between the internalizing and externalizing scores of the SRSS-IE were also significant (r = .291, p < .05). Implications, limitations, and ideas for further research are explored.

Researchers have noted the lack of research to guide reading practice for students with and at risk for emotional and behavioral disorders (EBD). Although comprehensive syntheses have identified promising practices and areas for future research, none have evaluated the rigor of studies according to quality indicators. The current study evaluated the extant single-case reading intervention research for this student population according to the What Works Clearinghouse (WWC) standards. Thirty studies met article selection criteria, 20 (66.6%) of which had at least one dependent variable that did not meet design standards. Study findings suggest a need for researchers to employ stronger designs and place a greater emphasis on investigating the effects of reading instructional practices in inclusive settings. Overall, two reading interventions were identified as potentially promising: cognitive mapping and a listening while reading accommodation. Furthermore, findings suggest that it may be advantageous to embed behavioral strategies within reading interventions. Study limitations include the exclusive use of single-case design studies and a reliance on visual analysis to determine intervention effectiveness.

Students with Emotional and Behavioral Disorders (EBD) in the United States are often underserved by the education system, which contributes to their academic difficulties and poor student outcomes. Research on Positive-to-Negative (PN) response ratios suggest that maintaining a high ratio helps decrease inappropriate behaviors and improve academic outcomes for students with EBD. The current study investigates the effects of a high PN ratio on the behavior of an educator of students with EBD by utilizing a tracking app to help meet a target PN ratio. One preservice special education teacher working as a paraeducator was recruited to participate in the study. The paraeducator was asked to meet PN ratio goals of 2:1, 5:1, and 10:1. Visual analysis of the data collected throughout the study indicated that each successively higher PN ratio was met by the paraeducator suggesting that access to the tracking app was functionally related to the paraeducator's ability increase her PN ratio goals. This is consistent with previous research suggesting that self-monitoring is an effective procedure to increase the use of praise and it extends access to effective interventions by adding real-time, app-based monitoring to the list of effective supports for educators. The limitations and implications of the study are discussed alongside the potential implications for practice suggested by these findings.

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