Young Adults with Behavioral Disorders

Frank, Alan R.; Sitlington, Patricia L.; Carson, Rori

doi:10.1177/106342669500300305

Cited by 45 publications

(1 citation statement)

References 18 publications

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“…Positive studentteacher relationships may also help to address the academic difficulties that students with EBD often encounter. Compared with their peers, students with EBD tend to have lower grades, experience more school failure, are more likely to be diagnosed with a learning disability (Frank, Sitlington, & Carson, 1995;Koyangi & Gaines, 1993), and experience dropout rates above 50% (Bullock & Gable, 2006;Marder, 1992). The foregoing research suggests that positive studentteacher relationships are valuable to all students, but the particular interest in this research is for these students with high academic risks.…”

Section: Introductionmentioning

confidence: 99%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

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Section: Introductionmentioning

confidence: 99%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

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Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us

Wood¹,

Cronin²

1999

Psychol. Schs.

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Further examining the triangle tip: Improving support for students with emotional and behavioral needs

Kern

Hilt-Panahon

Sokol

2008

Psychology in the Schools

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Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this artice, we visit possible explanations for these continued poor outcomes. Breakdowns along several systems are discussed, including placement and related practices as well as the absence of individualized approaches. In addition, we offer suggestions for improvement. C 2008 Wiley Periodicals, Inc.Recent research indicates that students with emotional and behavioral disorders (EBD) have the poorest educational, behavioral, and social outcomes of any disability group, with no apparent improvements across time (Bradley, Doolittle, & Bartolotta, 2008;Bradley, Henderson, & Monfore, 2004;Wagner et al., 2005, Wagner & Davis, 2006. These poor outcomes are evidenced by lower grades, more course failures, higher retention, and lower rates of passing minimum competency tests compared to all other disability groups (Frank, Sitlington, & Carson, 1995). Furthermore, the dropout rate among students with EBD exceeds 50%, with extremely poor post-school social and economic outcomes, including difficulty with employment, high rates of criminality, and problems with substance abuse (Bullis & Cheney, 1999;Greenbaum et al., 1996;Quinn, 2004). In fact, more than half of all students with EBD are arrested within five years of leaving school, with that figure exceeding 70% for dropouts (Quinn, 2004).Undoubtedly, the convergence of many variables (e.g., risk factors) contributes to such poor outcomes. Still, educational services have been ineffective at offering supports to diminish or resolve the essential difficulties of this population. For instance, Lane and colleagues (2005b) followed the progress of 60 students with EBD served in self-contained classrooms in public schools (n = 26) and segregated schools (n = 34) across the course of a school year. Standardized assessments of academic, behavioral, and social achievement indicated no significant progress in any area. In fact, increases were found in externalizing behaviors and internalizing behaviors and significant decreases in some academic areas. This is just one of a number of studies that illustrates the inadequacy of current specialized services for students with EBD (Bradley et al., 2004;Wagner et al., 2005).A special issue of The Journal of Special Education contemplated the question, "What's special about special education?" Cook and Schirmer (2003) asserted that special education should include: (a) a range of practices demonstrated to be effective with students with disabilities; (b) implementation of effective practices with fidelity; and (c) practices that are unique to special education that could not be implemented sufficiently or satisfactorily in general education (GE) classrooms. These are unquestionably essential elements of spe...

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Young Adults with Behavioral Disorders

Cited by 45 publications

References 18 publications

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Students with emotional/behavioral disorders and transition planning: What the follow-up studies tell us

Further examining the triangle tip: Improving support for students with emotional and behavioral needs

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