We conducted a systematic literature review examining the participant characteristics of studies of students with emotional disturbance (ED) with the purpose of better understanding potential similarities and differences between students with ED in research and the population of students with ED. Results indicate (a) participants with reported demographics were predominantly White or Black/African American and male; (b) participants in research samples were significantly different from the national population on gender, age, and race across study designs; (c) the research samples included significantly more White and Black/African American participants and fewer from other minority racial groups compared with the national population; (d) male participants were overrepresented and female underrepresented in studies generally, but the pattern was reversed in researcher-recruit samples; and (e) young children aged 3 to 5 years old were severely underrepresented in the research sample. We discuss the implications of this review and future directions for research.

This exploratory study examined the experiences with and perceptions of challenging behavior of speech-language pathologists (SLPs) serving preschool and school-age children. The sample included 106 SLPs between the ages of 23 and 68 years, mostly located in the United States. Participants completed a survey of 40 questions about their own personal experiences with challenging behaviors. SLPs reported off-task behaviors to be the most frequently encountered, followed by defiant behaviors, internalizing behaviors, and aggressive behaviors. SLPs perceived the most problematic to be off-task behaviors, followed by aggressive behaviors, internalizing behaviors, and defiant behaviors. SLPs’ level of experience was not associated with their perceptions of problem behaviors but was associated with their self-rated behavior management skills. Behavior management training was related to their self-reported behavior management skills. This study provides preliminary data on SLPs’ perceptions and experiences with challenging behaviors.

This article argues for intentional collaboration between teachers of students with emotional and behavioral disorders and speech-language pathologists. After providing a rationale, we detail how special education teachers can leverage the expertise of speech-language pathologists during the individualized education program process. We provide actionable steps that special education teachers and speech-language pathologists can take together to improve the identification, assessment, and subsequent support of language difficulty in students with emotional and behavioral disorders.

e17545 PBI is a key core competency in fellowship training. Care delivery measurement is increasingly important in medical practice comprising diverse health care professionals. Our MGOC brings together oncology fellows and oncology nurse practitioners (NPs). Long-term survivorship issues like osteoporosis (OP) are important to quality of life. Surgery, chemotherapy or radiation results in early menopause which increase OP risk. Few studies document evaluation of risk of late side effects of cancer therapy. With a retrospective sequential patient (pts) sample, we used American Board of Internal Medicine Practice Improvement Module (ABIM PIM) to assess documented comprehensiveness of OP risk factor evaluation in 25 MGOC pts. ABIM PIM is WBT that enables care process and outcomes assessment in clinical settings compared with national guidelines. Part 1 includes chart abstraction tools, pts, and practice system surveys; part 2 has quality improvement (QI) tools. Part 1 evaluation showed that 68 % pts had endometrial adenocarcinoma; 20% cervical cancer; 12% uterine sarcoma or carcinosarcoma. 76% received whole pelvic radiation; 24% received brachytherapy. Mean age was 63 years (range 41–87). 67% pts had normal bone density scan. Smoking status (100%); exercise levels (84%) were well documented. Exam documented height (84%), weight (96%), height loss (76%); presence or absence of kyphosis (96%) in the majority. 64% of pts had bone density scans. Vitamin(vit) D levels were documented in 4%. No pts had complete fall risk evaluation, estimated dietary calcium (Ca)/vitamin D intake or documented adequacy of Ca or vit D intake. Counseling for appropriate Ca/vitamin D intake was poor (4%/8%). Counseling for weight bearing exercise (WBE) was poor (8%). We have targeted areas for improvement for part 2: vit D level evaluation, assessment of and counseling for adequate of Ca/ vit D intake and WBE. An improvement plan has been implemented. Reassessment of documentation adequacy will be performed on a systematic random sample of 25 pts in 6 months. The ABIM PIM in OP enables fellows and NPs to identify weaknesses in documentation practices and pt care leading to formal QI plans to address long term survivorship issue of OP in MGOC. No significant financial relationships to disclose.

This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of and students with emotional and behavioral disorders (EBDs) through the lens of BEST in CLASS (a Tier 2 intervention supporting teacher’s use of evidence-based practices with students with or at-risk for EBD). This summary will (a) outline the theoretical structure that supports how BEST in CLASS may improve teacher–student relationships and reduce teacher burnout, (b) demonstrate the influence of BEST in CLASS on teacher burnout in a sample of elementary school teachers and discuss findings, (c) propose that researchers consider burnout within the context of dynamic classroom systems, and (d) link these suggestions to theoretical frameworks. We conclude with a discussion of Garwood’s call to action and implications for future research.