(DOWNLOAD) "An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/Or Behavioral Disorders Attending Middle and High Schools (Report)" by Exceptional Children ~ Book PDF Kindle ePub Free
eBook details
- Title: An Examination of the Evidence Base for Function-Based Interventions for Students with Emotional and/Or Behavioral Disorders Attending Middle and High Schools (Report)
- Author : Exceptional Children
- Release Date : January 22, 2009
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 313 KB
Description
Students with emotional and/or behavioral disorders (EBD) represent between 2% and 20% of the school-age population and are among some of the most challenging students to teach (Walker, Ramsey, & Gresham, 2004). By definition, students with EBD have behavioral, social, and academic deficits that pose challenges within and beyond the school setting (Kauffman, 2005). For example, they have impaired social skills that strain relationships with teachers and peers (Gresham, 2002). In addition, students with EBD have broad academic deficits that, at best, remain stable over time (Nelson, Benner, Lane, & Smith, 2004). Unfortunately, outcomes do not improve when EBD students leave the school setting as evidenced by employment difficulties, contact with the juvenile justice system, limited community involvement, and high rates of access to mental health services (Bullis & Yovanoff, 2006). During the past 30 years, schools have responded with a range of interventions to support these youngsters including schoolwide primary prevention efforts (e.g., antibullying programs); secondary prevention efforts (e.g., small group instruction in conflict resolution skills); and tertiary prevention efforts (e.g., individualized intervention efforts; Horner & Sugai, 2000). One tertiary intervention effort that has met with demonstrated success, particularly with elementary-age students with EBD is function-based interventions (Conroy, Dunlap, Clarke, & Alter, 2005; Kern, Hilt, & Gresham, 2004; Lane, Umbreit, & Beebe-Frankenberger, 1999).
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