Champions for Change Mentorship Program (CFCMP) was implemented to address the academic and social struggles of emotional behavior disorder (EBD) students. The problem was that although the passing of the California Assembly Bill 1729, called the Other Means of Correction law, had prompted a greater need for positive behavior intervention support at Tier 2 and Tier 3 levels, implementation of the CFCMP continued to generate serious concerns involving students with behavior issues. The conceptual framework for this study is Bandura's social learning theory which guided CFCMP to incorporate cognitive and observational learning to develop academically and socially sound students with EBD who can function appropriately in the educational setting. The purpose of this phenomenological study was to explore the essence of the lived experiences of teachers in regard to the implementation of CFCMP as an effective behavioral strategy. The guiding research question explored the essence of the lived experience of elementary teachers who have implemented CFCMP. Using a qualitative phenomenological research design, data were gathered from face-to-face interviews and observations of 6 participants. Data analysis revealed 4 common themes including training, time management, communication, and lack of administrative support were used to identify commonalities and differences in the participants' lived experiences and perspectives on the needs of EBD students involved in CFCMP. Research findings showed a lack of organization of CFCMP and the need for intensive training for teachers. Positive social change will result from a 3-day professional development providing the study's findings and procedures teachers can use to assist EBD students in modifying behaviors to improve their educational achievement and that of their classmates.

The present study evaluated the effectiveness of an interdependent group contingency commonly referred to as the “good behavior game” (GBG) on reducing disruptive behaviors in a dedicated classroom for students with emotional behavioral disorder (EBD). The participants were four eighth-grade middle school students, with a primary diagnosis of EBD. The intervention targeted inappropriate and disruptive behaviors during two class periods (math and science), as well appropriate alternative behaviors. The class was divided into two teams, with the four participants divided evenly amongst both teams. If a team met the criterion for both inappropriate and appropriate behavior during experimental sessions, each team member received an edible reinforcer (candy). In addition, teams that met the weekly goal of winning the most games earned a trip to a classroom with younger peers to participate in a social activity (pizza party, movie and popcorn, etc.). The results indicated a decrease in inappropriate behaviors, as well as an increase in appropriate behaviors. The results suggested that the GBG is a beneficial group interdependent contingency that can be implemented in many classroom settings, including an alternative EBD middle school classroom. .

Students with emotional behavioral disorders (EBD) who have been removed from their regular schools into alternative educational settings (AES) have academic deficits that affect their success in school (Lehr, Tan, & Ysseldyke, 2009); however, few researchers have investigated what strategies work best for this population, especially in the area of math (Schwab, Johnson, Ansley, Houchins, & Varjas, 2016). Two important areas that students with EBD must master to graduate high school are fractions and algebra (Templeton, Neel, & Blood, 2008). Since the research on math interventions for students with EBD in these areas is limited, researchers have suggested examining the math literature for students with learning disabilities (LD) to find potential intervention components. The purpose of the first study was to synthesize the randomized control trials and quasi-experimental intervention research on instructional approaches that enhance the math achievement of students in grades 6-12 with LD. This study used meta-analytic techniques to synthesize the math literature for secondary students with LD. Findings indicated that strategy instruction had a higher effect size (Hedges g= .72) than alternate delivery systems (Hedges g= .23), and the number of Common Core State Standard math practices was a moderator for the effect size of math interventions. Since strategy instruction had a higher effect size, the purpose of the second study was to test the effects of a graphic organizer on the math performance for middle school students with EBD in an AES. This study used a one-group nonequivalent dependent variables design (Shadish, Cook, & Campbell, 2002) with multiple measures in multiple waves to assess the effects of the graphic organizer on the math skills of the students. A repeated measures ANOVA indicated that students significantly improved their math performance on both fractions and algebra using researcher developed measures. Fidelity data indicated that two teachers had low adherence, quality of instruction scores and had low percentages of student engagement. Social validity results indicated that teacher and students found the intervention to be an acceptable intervention.

An experiment was conducted to evaluate the effect of the Precision Request as a behavior intervention on the compliance behavior of students in a self-contained class for students with emotional-behavioral disorders. The Precision Request is an intervention commonly used by teachers to decrease noncompliance. The study took place in an elementary school behavior unit classroom. The participants included one special education teacher and the eight students in his class. A single subject reversal design was used to track student percentage of compliance, latency to compliance, as well as teacher use of praise and reductive consequences as part of the Precision Request intervention. The results indicated that the Precision Request produced a decrease in noncompliance among the students. However, it did not produce a meaningful change in latency to compliance. The introduction of the Precision Request also resulted in an increase in the teacher's use of praise, but no meaningful change in the use of reductive consequences. More research is needed to establish the active components of the intervention and the generality of the intervention effects.

Students with disabilities, some with emotional and behavior disorders, are included in almost all elementary music classes. Students with emotional behavior disorders are one of the greatest challenges for teachers. To be effective, teachers must develop strategies and inclusive practices specifically geared towards intervention. With the quantity of students served and only limited class time with students, the music teacher is often unaware of the unique needs of specific special learners. Music teacher preparation has been inadequate in training teachers for inclusion. Elementary music educators rarely have outside support to deal with classroom challenges as they serve students with disabilities and at-risk students. Music teacher training is focused on content, not behavior management. This study examined the perceptions of randomly selected elementary music educators who were members of MENC: The National Association for Music Education regarding their preparedness to effectively manage five areas of severe behavior often exhibited by students with emotional behavior disorders: withdrawal, impulsivity, argumentative behavior, aggression towards peers, and aggression towards the teacher. The researcher devised a 39 item online survey instrument based on supporting literature. The survey was given to randomly selected participants. Two hundred sixty-nine elementary music educators from across the United States completed the survey providing information on incidence frequency, preparedness, training in behavior management, and the amount of behavior support available. Elementary music teachers felt prepared to handle impulsivity (58.2%), and argumentative behavior (55.7%). They were not prepared for withdrawal (50.8%), aggression towards peers (50.9%), and least prepared to handle aggression towards the teacher (58.1%).Over 94% of the music teachers had adult assistance less than 25% of the time and 45.9% never had adult assistance with included classes. More than 74% of the teachers indicated that they have adult assistance with self-contained special education classes less than 25% of the time and 35.7% never having adult assistance with those classes. Forty-six point two percent of the music teachers had no behavior specialist available or were unaware if one was available. Only 3.7% of the respondents felt they had all the support they needed. Thirty-six point one percent of the music teachers had no crisis plan in case of an eruption of severe behavior in their classes.