Supporting Students With Emotional or Behavioral Disorders: State of the Field

Behavioral Disorders

Volumn 44, Issue 2, 2019, Pages 70-84

  Mitchell, Barbara S ^a   Kern, Lee ^b   Conroy, Maureen A ^c  

^a UNIVERSITY OF MISSOURI   (United States)

^b LEHIGH UNIVERSITY   (United States)

^c UNIVERSITY OF FLORIDA   (United States)

Author keywords

behavior intervention; emotional disturbance; positive behavioral supports; school mental health

Indexed keywords

EID: 85058618935     PISSN: 01987429     EISSN: 21635307     Source Type: Journal    
DOI: 10.1177/0198742918816518     Document Type: Article

References (69)

1. Bradley R., Henderson K., Monfore D. A. M., (2004). A national perspective on children with emotional disorders. Behavioral Disorders, 29, 211–223. doi:10.1177/019874290402900301
2. Bradshaw C. P., Waasdorp T. E., Leaf P. J., (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136–e1145. doi:10.1542/peds.2012-0243
3. Bruhn A. L., Woods-Groves S., Huddle S., (2014). A preliminary investigation of emotional and behavioral screening practices in K–12 schools. Education and Treatment of Children, 37, 611–634. doi:10.1353/etc.2014.0039
4. Carriker W. R., (1989). Testimony of the Council for Exceptional Children on personnel preparation for reauthorization of EHA. Washington, DC: U.S. Senate Subcommittee on the Handicapped.
5. Cheney D. A., Stage S. A., Hawken L. S., Lynass L., Mielenz C., Waugh M., (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226–243. doi:10.1177/1063426609339186
6. Cook B. G., Buysse V., Klingner J., Landrum T. J., McWilliam R. A., Tankersley M., Test D. W., (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36, 220–234. doi:10.1177/0741932514557271
7. Council for Children with Behavioral Disorders. (1989). A new proposed definition and terminology to replace “serious emotional disturbance” in Education of the Handicapped Act. Reston, VA: Author.
8. Council for Exceptional Children. (2015). What every special educator must know: Professional ethics and standards. Arlington, VA: Author.
9. Epstein M., Atkins M., Cullinan D., Kutash K., Weaver R., (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED502720.pdf
10. Fogt J. B., Piripavel C. M. D., (2002). Positive school-wide interventions for eliminating physical restraint and exclusion. Reclaiming Children and Youth, 10, 227–232.
11. Forness S. R., Freeman S. F., Paparella T., Kauffman J. M., Walker H. M., (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 20, 4–18. doi:10.1177/1063426611401624
12. Forness S. R., Kavale K. A., (2000). Emotional or behavioral disorders: Background and current status of the E/BD terminology and definition. Behavioral Disorders, 25, 264–270. doi:10.1177/019874290002500304
13. Forness S. R., Knitzer J., (1992). A new proposed definition and terminology to replace “serious emotional disturbance” in Individuals with Disabilities Education Act. School Psychology Review, 21, 12–20.
14. George M. P., George N. L., Kern L., Fogt J. B., (2013). Three-tiered support for students with E/BD: Highlights of the universal tier. Education and Treatment of Children, 36, 47–62. doi:10.1353/etc.2013.0022
15. Hirn R. G., Scott T. M., (2014). Descriptive analysis of teacher instructional practices and student engagement among adolescents with and without challenging behavior. Education and Treatment of Children, 37, 585–607. doi:10.1353/etc.2014.0037
16. Hockenbury J. C., Kauffman J. M., Hallahan D. P., (2000). What is right about special education. Exceptionality, 8, 3–11. doi:10.1207/S15327035EX0801_2
17. Horner R. H., Sugai G., Anderson C. M., (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children, 42(8), 1–14.
18. Horner R. H., Sugai G., Smolkowski K., Eber L., Nakasato J., Todd A. W., Esperanza J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133–144. doi:10.1177/1098300709332067
19. Individuals with Disabilities Education Act (IDEA) of 1997, Pub. L. No. 105-17, 20 U.S.C. § 1400 et seq. (1997).
20. Individuals with Disabilities Education Improvement Act of 2004, Pub. L. No. 108-446, 20 U.S.C. § 1400 et seq. (2004).
21. Jay D. E., Padilla C. L., (1987). Special education dropouts. Menlo Park, CA: SRI International.
22. Kamps D., Wills H. P., Heitzman-Powell L., Laylin J., Szoke C., Petrillo T., Culey A., (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13, 154–167. doi:10.1177/1098300711398935
23. Lago-Delello E., (1998). Classroom dynamics and the development of serious emotional disturbance. Exceptional Children, 64, 479–492. doi:10.1177/001440299806400404
24. Landrum T. J., Tankersley M., Kauffman J. M., (2003). What is special about special education for students with emotional or behavioral disorders? The Journal of Special Education, 37, 148–156. doi:10.1177/00224669030370030401
25. Lane K. L., Wehby J. H., Menzies H. M., Gregg R. M., Doukas G. L., Munton S. M., (2002). Early literacy instruction for first-grade students at-risk for antisocial behavior. Education and Treatment of Children, 25, 438–458. Retrieved from https://www.jstor.org/stable/42899721
26. Lewis T. J., Hudson S., Richter M., Johnson N., (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247–259. doi:10.1177/019874290402900306
27. Lewis T. J., Jones S. E. L., Horner R. H., Sugai G., (2010). School-wide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification and intervention. Exceptionality, 18, 82–93. doi:10.1080/09362831003673168
28. Lewis T. J., McIntosh K., Simonsen B., Mitchell B. S., Hatton H. L., (2017). Schoolwide systems of positive behavior support: Implications for students at risk and with emotional/behavioral disorders. AERA Open, 3(2), 1–11. doi:10.1177/2332858417711428
29. Lewis T. J., Mitchell B. S., Bruntmeyer D. T., Sugai G., (2016). School-wide positive behavior support and response to intervention: System similarities, distinctions, and research to date at the universal level of support. In Handbook of response to intervention (pp. 703–717). Boston, MA: Springer. doi:10.1007/978-1-4899-7568-3_40
30. Lewis T.J., Wehby J., Scott T., (2018). The Peacock Hill Working Group “Problems and Promises” Three Decades Later: Introduction to the Creek Bend Consortium Special Issue. Manuscript submitted for publication.
31. Lhamon C. E., Samuels J., (2014). Dear colleague letter on the nondiscriminatory administration of school discipline. Washington, DC: U.S. Department of Education, Office of Civil Rights, & U.S. Department of Justice, Civil Rights Division.
32. Lipscomb S., Haimson J., Liu A. Y., Burghardt J., Johnson D. R., Thurlow M. L., (2017a). Preparing for life after high school: The characteristics and experiences of youth in special education: Findings from the National Longitudinal Transition Study 2012: Volume 2: Comparisons among disability groups: Full report (NCEE 2017-4018). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/pubs/20184007
33. Lipscomb S., Haimson J., Liu A. Y., Burghardt J., Johnson D. R., Thurlow M. L., (2017b). Preparing for life after high school: The characteristics and experiences of youth in special education: Findings from the National Longitudinal Transition Study 2012: Volume 1: Comparisons with other youth: Full report (NCEE 2017-4016). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/pubs/20184007
34. Liu A. Y., Lacoe J., Lipscomb S., Haimson J., Johnson D. R., Thurlow M. L., (2018). Preparing for life after high school: The characteristics and experiences of youth in special education: Findings from the National Longitudinal Transition Study 2012: Volume 3: Comparisons over time: Full report (NCEE 2018-4007). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/pubs/20184007
35. Losen D., Hodson C., Ee J., Martinez T., (2014). Disturbing inequities: Exploring the relationship between racial disparities in special education identification and discipline. Journal of Applied Research on Children: Informing Policy for Children at Risk, 5(2), 15. Retrieved from https://digitalcommons.library.tmc.edu/childrenatrisk/vol5/iss2/15
36. Maag J. W., Katsiyannis A., (2008). The medical model to block eligibility for students with EBD: A response-to-intervention alternative. Behavioral Disorders, 33, 184–194. doi:10.1177/019874290803300305
37. McFarland J., Hussar B., de Brey C., Snyder T., Wang X., Wilkinson-Flicker S... Hinz S., (2017). The condition of education 2017 (NCES 2017-144). Washington, DC: National Center for Education Statistics, U.S. Department of Education. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144
38. Meadows N. B., Neel R. S., Scott C. M., Parker G., (1994). Academic performance, social competence, and mainstream accommodations: A look at mainstreamed and nonmainstreamed students with serious behavioral disorders. Behavioral Disorders, 19, 170–180. doi:10.1177/019874299401900303
39. Merikangas K. R., He J., Burstein M., Swanson S. A., Avenevoli S., Cui L... Swendsen J., (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy of Child and Adolescent Psychiatry, 49, 980–989. doi:10.1016/j.jaac.2010.05.017
40. Miller F. G., Cohen D., Chafouleas S. M., Riley-Tillman T. C., Welsh M. E., Fabiano G. A., (2015). A comparison of measures to screen for social, emotional, and behavioral risk. School Psychology Quarterly, 30, 184–196. doi:10.1037/spq0000085
41. Mitchell B. S., Bruhn A. L., Lewis T. J., (2016). Essential features of Tier 2 & 3 school-wide positive behavioral supports. In Jimerson S. R., Burns M. K., Van Der Heyden A. M., (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (2nd ed., pp. 539–562). New York, NY: Springer.
42. Mitchell B. S., Hatton H., Lewis T. J., (2018). An examination of the evidence-base of school-wide positive behavior interventions and supports through two quality appraisal processes. Journal of Positive Behavior Interventions, 20, 239–250. doi:10.1177/1098300718768217
43. National Research Council and Institute of Medicine. (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, DC: The National Academies Press. https://doi.org/10.17226/12480.
44. Neel R. S., Meadows N., Levine P., Edgar E. B., (1988). What happens after special education: A statewide follow-up study of secondary students who have behavioral disorders. Behavioral Disorders, 13, 209–216. doi:10.1177/019874298801300306
45. Newman L., Wagner M., Knokey A. M., Marder C., Nagle K., Shaver D., Wei X., (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school: A report from the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2011-3005). National Center for Special Education Research. Retrieved from http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCSER20113004
46. Office of Special Education Program’s Technical Assistance Center for Positive Behavioral Interventions & Supports. (2018). Available from http://www.pbis.org/
47. Owens J. S., Storer J., Holdaway A. S., Serrano V. J., Watabe Y., Himawan L. K... Andrews N., (2015). Screening for social, emotional, and behavioral problems at kindergarten entry: Utility and incremental validity of parent report. School Psychology Review, 44, 21–40. doi:10.17105/SPR44-1.21-40
48. Peacock Hill Working Group. (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16, 299–313. doi:10.1177/019874299101600406
49. Reinke W. M., Herman K. C., Stormont M., (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39–50. doi:10.1177/1098300712459079
50. Scott T. M., Alter P. J., Hirn R. G., (2011). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children, 34, 619–641. doi:10.1353/etc.2011.0039
51. Scott T. M., Hirn R., Cooper J., (2017). Teacher and student behaviors: Keys to success in classroom instruction. Lanham, MD: Rowman & Littlefield.
52. Smith C. R., Wood F. H., Grimes J. E. F. F. (1988). Issues in the identification and placement of behaviorally disordered students. In Wang M. C., Reynolds M. C., Walberg H. J., (Eds.), Handbook of special education: Research and practice (Vol. 2, pp. 95–123). London, UK: Pergamon.
53. Stichter J. P., Stormont M., Lewis T. J., Schultz T., (2009). Rates of specific antecedent instructional practices and differences between Title I and non-Title I schools. Journal of Behavioral Education, 18, 331–344. doi:10.1007/s10864-009-9094-5
54. Sumi W. C., Woodbridge M. W., Javitz H. S., Thorton S. P., Wagner M., Rouspil K... Severson H. H., (2012). Assessing the effectiveness of first step to success: Are short-term results the first step to long-term behavioral improvements. Journal of Emotional and Behavioral Disorders, 21, 66–78. doi:10.1177/1063426611429571
55. Sutherland K. S., Conroy M. A., Algina J., Ladwig C., Jessee G., Gyure M., (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31–43. doi:10.1016/j.ecresq.2017.08.001
56. Sutherland K. S., Lewis-Palmer T., Stichter J., Morgan P. L., (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41, 223-233. doi:10.1177/0022466907310372
57. U.S. Department of Education. (1990). Twelfth annual report to Congress on the implementation of Public Law 94-142. Washington, DC: U.S. Government Printing Office.
58. U.S. Department of Education, EDFacts Data Warehouse. (2017). IDEA part B child count and educational environments collection 2016-17. Retrieved from https://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html
59. U.S. Department of Education IDEA Section 618 Data Products: Static Tables. (2015-2016). Part B child count and educational environments. Retrieved from https://www2.ed.gov/programs/osepidea/618-data/static-tables/index.html#partb-cc
60. U.S. Department of Education, Office of Civil Rights. (2018). School climate and safety: Data highlights on school climate and safety in our nation’s public schools. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/school-climate-and-safety.pdf
61. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2016). 38th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2016. Washington, DC: Author.
62. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2017). 39th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2017. Washington, DC: Author.
63. U.S. Department of Education, Safe and Healthy Students. (2014). U.S. Department of Education. (2014). U.S. Department of Education invests more than $70 million to improve school climate and keep students safe [Press release]. Retrieved from https://www.ed.gov/news/press-releases/us-department-education-invests-more-70-million-improve-school-climate-and-keep-
64. Wagner M., Newman L., (2012). Longitudinal transition outcomes of youth with emotional disturbances. Psychiatric Rehabilitation Journal, 35, 199-208. doi:10.2975/35.3.2012.199.208
65. Walker H. M., Gresham F. M., (2014). Handbook of evidence-based practices for emotional and behavioral disorders: Applications in schools. New York, NY: Guilford Press.
66. Ward B., Gersten R., (2013). A randomized evaluation of the safe and civil schools model for positive behavioral interventions and supports at elementary schools in a large urban school district. School Psychology Review, 42, 317–333.
67. Webster-Stratton C., Reid M. J., Stoolmiller M., (2008). Preventing conduct problems and improving school readiness: Evaluation of the incredible years teacher and child training programs in high-risk schools. Journal of Child Psychology and Psychiatry, 49, 471–488. doi:10.1111/j.1469-7610.2007.01861.x
68. Wills H., Kamps D., Abbott M., Bannister H., Kaufman J., (2010). Classroom observations and effects of reading interventions for students at risk for emotional and behavioral disorders. Behavioral Disorders, 35, 103–119.
69. Yell M. L., (2019). The law and special education (5th ed.). Upper Saddle River, NJ: Pearson.