Understanding and Teaching Students With Emotional Behavioral Disorders

Kaff, Marilyn; Teagarden, James; Zabel, Robert H.

doi:10.1177/1053451211430116

Cited by 5 publications

(3 citation statements)

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“…This result was also supported by previous studies. Kauffman and Badger concluded that general education teachers viewed students diagnosed with EBDs differently than their peers [ 43 , 44 , 45 , 46 , 47 ]. Students diagnosed with EBDs were viewed by teachers as the least liked and the most difficult to teach in a classroom [ 15 , 20 , 48 , 49 , 50 , 51 , 52 , 53 ].…”

Section: Discussionmentioning

confidence: 99%

“…This underscores the need to prepare teachers for teaching students with EBDs in inclusive settings with typically developing peers. James Kauffman, a leading researcher on students with EBDs, who was interviewed by Kaff and colleagues, stated that teachers should be trained to support their students by providing the best instruction [ 44 , 61 , 62 ]. Teacher programs should prepare teachers to be skilled and capable of teaching students with EBDs in a general education setting [ 38 , 63 , 64 ].…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Alkahtani

2022

Children

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With the growing number of students diagnosed with emotional and behavioral disorders (EBDs), there is a need to understand how teachers perceive those students. A mixed-method research design was used to determine whether there was a relationship between the level of general education teachers’ knowledge of emotional and behavioral disorders (EBDs) and their attitudes toward students with EBDs. The participants in the study were 782 certified elementary regular education teachers. Quantitative data were collected using two questionnaires, the Knowledge of Emotional and Behavioral Disorders Questionnaire (KEBDQ) and the General Educators’ Attitudes toward Emotional and Behavioral Disorders Questionnaire (GEAEBDQ). Descriptive analysis and Pearson correlation coefficients were used to analyze the data. The results of the quantitative data indicated that the teachers’ responses reflected both negative attitudes toward students with EBDs and poor knowledge of EBDs. A significant correlation was found between teachers’ level of knowledge and their attitudes toward students with EBDs. Qualitative data gathered from the interviews were analyzed using the thematic analysis approach. The qualitative findings are in line with the quantitative results. Implementation of professional development training to support general education teachers to acquire knowledge of EBDs may improve teachers’ perceptions of students with EBDs.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Alkahtani

2022

Children

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“…Frustration was also expressed that cutting funding was a bad social investment strategy. As James Kauffman stated, “We don’t have a lot of good cost-benefit studies in education, but you can compare the cost of educating the child with the cost of prison” (Kaff, Teagarden, & Zabel, 2012, p. 320). In addition to schools, mental health centers and juvenile justice centers are overwhelmed.…”

Section: Concerns About the Fieldmentioning

confidence: 99%

Observations From the Architects of the Fields of Learning Disabilities and Emotional/Behavioral Disabilities

Chamberlain

2019

Intervention in School and Clinic

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In 2010, Intervention in School and Clinic undertook a project to interview “giants” in the fields of learning disabilities and emotional/behavioral disabilities. The purpose of the interviews was to document the perspectives and reflections of leaders who had contributed to their respective fields over several decades (i.e., in most instances spanning back to the 1950s or 1960s) in order to provide a historical context for current and future professionals to envision a successful future. Contributors were asked to discuss their careers and their historical perspectives about their fields and to focus on areas of success and struggles. Interviews from 29 contributors were reviewed for this article, which focuses on concerns and reasons for optimism in both fields. Themes across interviews are described, along with highlights of contributors’ observations.

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In the Shadow of Mrs. Zimmerman: A Conversation With Sharon Maroney

Zabel

Kaff

Teagarden

2018

Intervention in School and Clinic

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Dr. Sharon Maroney’s career has focused on children and youth with significant behavior and emotional challenges. Her career has spanned experiences from sibling, special education teacher, and university professor. She has had the good fortune to study with some the most well-known names in the field. Dr. Maroney shared her reflections with Intervention in which she describes the benefit of establishing and nourishing connections for a successful and rewarding career.

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Understanding and Teaching Students With Emotional Behavioral Disorders

Cited by 5 publications

References 0 publications

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders

Observations From the Architects of the Fields of Learning Disabilities and Emotional/Behavioral Disabilities

In the Shadow of Mrs. Zimmerman: A Conversation With Sharon Maroney

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