Journal ArticleDOI
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance
TLDR
This article reviewed data from several national longitudinal studies to present a comprehensive picture of issues pertinent to this group of students and concluded with a discussion of areas for further consideration and attention, and concluded that outcomes for these students continue to be dismal.Abstract:
The purpose of this article is to add to the discussion regarding identification of students with emotional and behavioral disorders (EBD). In addition, the article discusses services that students with EBD receive and their outcomes. The article reviews data from several national longitudinal studies to present a comprehensive picture of issues pertinent to this group of students. Unfortunately, outcomes for these students continue to be dismal. The article concludes with a discussion of areas for further consideration and attention.read more
Citations
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Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers
TL;DR: This paper conducted a survey to identify teacher perspectives regarding the importance, amount of use, and level of preparation regarding 20 evidence-based practices identified from a review of the literature and found that many special education teachers and general education teachers lack the necessary preparation to implement a number of evidencebased classroom practices effectively.
Journal ArticleDOI
Early Identification of Behavioral and Emotional Problems in Youth: Universal Screening versus Teacher-Referral Identification
Katie Eklund,Tyler L. Renshaw,Erin Dowdy,Shane R. Jimerson,Shelley R. Hart,Camille N. Jones,James Earhart +6 more
TL;DR: In this paper, the authors compared the effectiveness of a teacher-rated universal screener and typical teacher-referral methods in identifying youth at risk for emotional and behavioral problems.
Journal ArticleDOI
Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis:
TL;DR: The authors found that low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem.
Journal ArticleDOI
A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk Within a Sample of Underrepresented Students
TL;DR: The authors compared two methods for early identification (teacher nomination and universal screening) to determine how each strategy may differentially identify at-risk students, and found that universal screening identified a higher number of students than teacher nomination, and those identified by universal screening had lower reading grades.
Journal ArticleDOI
Associations Between Language and Problem Behavior: a Systematic Review and Correlational Meta-analysis
Jason C. Chow,Joseph H. Wehby +1 more
TL;DR: In this paper, a systematic review and two meta-analyses exploring the concurrent and predictive associations between language ability and problem behavior in school-age children were conducted, and the effect sizes for receptive and expressive language were significant.
References
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Journal ArticleDOI
Introduction to Response to Intervention: What, Why, and How Valid Is It?.
Douglas Fuchs,Lynn S. Fuchs +1 more
TL;DR: In the Individuals with Disabilities Education Improvement Act (IDEA) 2004, the revised law is different from the previous version in at least one important respect as discussed by the authors, whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities (LD), they now may use Response to Intervention, or RTI, a new, alternative method.
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Family, School, and Behavioral Antecedents to Early Adolescent Involvement with Antisocial Peers.
TL;DR: In this article, the authors focus on the prediction of early adolescent involvement with antisocial peers from boys' experiences in school, family, and behavior at age 10, and their families were assessed at school, interviewed, observed in the home, and then followed up at age 12.
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Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study:
Jose Blackorby,Mary Wagner +1 more
TL;DR: The National Longitudinal Transition Study (NLTS) of Special Education students as discussed by the authors found that youth with disabilities continued to lag behind their peers in the general population in all four outcome areas over time.
Journal ArticleDOI
Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.
Hill M. Walker,Robert H. Horner,George Sugai,Michael Bullis,Jeffrey R. Sprague,Diane Bricker,Martin J. Kaufman +6 more
TL;DR: In this paper, a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth is presented, where the U.S. Public Health Service's conceptual model of prevention, involving primary, secondary and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes.