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Sample records for ebd

  1. Strengths-based Assessment Differences across Students with LD and EBD.

    ERIC Educational Resources Information Center

    Reid, Robert; Epstein, Michael H.; Pastor, Dena A.; Ryser, Gail R.

    2000-01-01

    A study used the Behavioral and Emotional Rating Scale (BERS) with 129 students (ages 7-18) with learning disabilities (LD), 145 with emotional and behavioral disorders (EBD), and 144 typical students. BERS discriminated among students with LD and EBD and controls and was able to classify students with EBD and controls. (Contains references.)…

  2. Community Influences on E/BD Student Achievement

    ERIC Educational Resources Information Center

    Madyun, Na'im; Lee, Moosung

    2008-01-01

    No Child Left Behind has mandated that all students reach proficiency by 2014. This mandate places special emphasis on the performance of special education students. The purpose of this study is to use social theory to understand the factors that explain the achievement of emotionally or behaviorally disordered (E/BD) students. Results suggest a…

  3. Recommendations for Teaching Physical Education to Students with EBDs

    ERIC Educational Resources Information Center

    Young, Shawna

    2012-01-01

    A college professor who trains preservice physical education teachers was asked to design, develop, and implement a pilot physical education program at a nonpublic school primarily serving students with emotional and behavioral disorders (EBDs). The teacher/researcher conducted an action research study to maximize the effectiveness of teaching and…

  4. Prevalence of Students with EBD: Impact on General Education

    ERIC Educational Resources Information Center

    Forness, S. R.; Kim, J.; Walker, H. M.

    2012-01-01

    As the Council for Children with Behavior Disorders(CCBD) celebrates its 50th anniversary, it seems like a good time to take stock of our field (Peck et al.,2011). There is probably no more fundamental way to do so than an analysis of prevalence; that is, how many school-age children actually have an emotional or behavior disorder (EBD)? We do…

  5. Future Research Directions for the Field of E/BD: Standing on the Shoulders of Giants

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Jolivette, Kristine; Conroy, Maureen; Nelson, C. Michael; Benner, Gregory J.

    2011-01-01

    The origins and evolution of the field of emotional/behavioral disorders (E/BD) provide a context for offering suggestions for advancing the field. Building from this historical past and the research of others in the field, four broad recommendations which focus on academic and social needs of students with E/BD are offered: (a) ensuring high…

  6. Evidence-Based Social Skills Interventions for Students at Risk for EBD

    ERIC Educational Resources Information Center

    Gresham, Frank

    2015-01-01

    Children and youth with or at risk for emotional and behavioral disorders (EBDs) present substantial challenges for schools, teachers, parents, and peers. Social skills interventions have been shown to be effective for this population. Meta-analytic reviews of this literature show that about 65% of students with EBD will improve when given social…

  7. Hearts of Hope: Experiences of EBD Teachers and Factors Contributing to Career Longevity

    ERIC Educational Resources Information Center

    Boe, Val Rae Marie

    2013-01-01

    This qualitative study examined EBD teacher experiences through phenomenological research. Data was collated through interviews, a focus group, memos, and field notes. Questions focused on how EBD teachers described their work and the factors that contributed to career longevity. The study was conducted in one self-contained school for students…

  8. Effect of hypercholesterolemia on transendothelial EBD-albumin permeability and lipid accumulation in porcine iliac arteries.

    PubMed

    Lamack, Jeffrey A; Himburg, Heather A; Friedman, Morton H

    2006-02-01

    Hypercholesterolemia is associated with increased cardiovascular mortality and is known to promote the advancement of atherosclerotic lesions in experimental animal models. Juvenile swine were fed a normal or high-cholesterol diet, and the transendothelial macromolecular permeability of the external iliac arteries of these animals was assessed by measuring the uptake rate of circulating Evans blue dye (EBD). The extent and patterns of lipid-containing lesions were also determined using en face staining with Oil Red O (ORO). Sites of ORO staining often excluded EBD, possibly via the fragmentation of the internal elastic lamina, to which EBD binds. By spatially averaging the EBD uptake in arterial segments relatively free of ORO-positive lesions, it was found that endothelial permeability to albumin was greater in hypercholesterolemic pigs than in those on a normal diet (p=0.056). PMID:15935354

  9. The Effects of Self Regulated Strategy Development (SRSD) on Reading Comprehension for Secondary Students with Emotional and Behavioral Disabilities (EBD)

    ERIC Educational Resources Information Center

    Hoyt, Lisa R.

    2010-01-01

    Students with Emotional and Behavioral Disabilities (EBD) in the United States are characterized by behavioral deficits that impact their academic performance and social relationships. Students with EBD have lower academic performance in reading and math, more failed courses, higher rates of grade retention, and fewer than fifty percent graduate…

  10. Defining "Effectiveness" for Students with E/BD: Teacher, Instruction, and Management Variables

    ERIC Educational Resources Information Center

    Scott, Terrance M.; Jolivette, Kristine; Ennis, Robin Parks; Hirn, Regina Gilkey

    2012-01-01

    The purpose of this paper is to discuss how issues of effectiveness and efficiency are considered most logically in the field of education. More specifically, the focus is on the importance of these issues as they pertain to teaching, instruction, and management strategies for students with emotional and behavioral disorders (E/BD). The driving…

  11. Three-Tiered Support for Students with E/BD: Highlights of the Universal Tier

    ERIC Educational Resources Information Center

    George, Michael P.; George, Nancy L.; Kern, Lee; Fogt, Julie B.

    2013-01-01

    The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…

  12. A Review of Self-Regulated Strategy Development for Writing for Students with EBD

    ERIC Educational Resources Information Center

    Sreckovic, Melissa A.; Common, Eric A.; Knowles, Meagan M.; Lane, Kathleen Lynne

    2014-01-01

    In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

  13. Meeting the Diverse Needs of Students with EBD in Inclusive Science Classrooms

    ERIC Educational Resources Information Center

    Watt, Sarah J.; Therrien, William J.; Kaldenberg, Erica R.

    2014-01-01

    This article reports that for students with emotional and behavioral disorders (EBD), difficulties in core academic skills may play a large role in student success or failure in science. Why? Comprehending science texts can be particularly problematic with their complex and often unknown vocabulary words. Another problem identified as an…

  14. Integrating Technology in Program Development for Children/Youth with E/BD.

    ERIC Educational Resources Information Center

    Wilder, Lynn K., Ed.; Black, Sharon, Ed.

    This monograph highlights how educational technology can benefit students at risk of school failure, particularly students with emotional/behavioral disorders (E/BD). It discusses how technology can improve student motivation to learn, increase engagement in learning, improve academic outcomes, meet the needs of tactile/kinesthetic learners, link…

  15. The Message from the Pioneers in EBD: Learning from the Past and Preparing for the Future

    ERIC Educational Resources Information Center

    Albrecht, Susan Fread

    2009-01-01

    The Minnesota Conference for Teachers of Children with Emotional and Behavior Disorders (EBD) hosted a panel discussion in the fall of 2005 to reunite pioneers in the field of research and publication who shaped the early instructional practices of educators working with disturbed and disturbing youth in schools. The distinguished researchers and…

  16. Combating the Attrition of Teachers of Students with EBD: What Can Administrators Do?

    ERIC Educational Resources Information Center

    Cancio, Edward Joseph; Albrecht, Susan Fread; Johns, Beverley Holden

    2014-01-01

    Students with emotional/behavioral disorders (EBD) can present intensive needs, requiring the intervention and instruction of well-trained and qualified teachers who work with them in the classroom. However, schools face serious shortages in the field of special education, particularly for staff who work with this population of children (McLeskey,…

  17. Improving Mathematics Performance among Secondary Students with EBD: A Methodological Review

    ERIC Educational Resources Information Center

    Mulcahy, Candace A.; Krezmien, Michael P.; Travers, Jason

    2016-01-01

    In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that…

  18. Understanding the Experience of Girls with EBD in a Gender-Responsive Support Group

    ERIC Educational Resources Information Center

    Srsic, Amy; Rice, Elisabeth Hess

    2012-01-01

    This study examined the perceptions of adolescent girls with emotional and behavioral disorders (EBD) who were participating in a support group. The focus of the study was to explore the perceptions of the girls' friendships, connectedness with others, ability to establish and maintain relationships, and self-perceptions within the group. The…

  19. Personality Traits of Expert Teachers of Students with EBD: Clarifying a Teacher's X-Factor

    ERIC Educational Resources Information Center

    Buttner, Svenja; Pijl, Sip Jan; Bijstra, Jan; Van den Bosch, Els

    2016-01-01

    Teaching students with emotional and behavioural difficulties (EBD) is a challenge for many teachers in inclusive education. Much research has been done to find out what differentiates expert teachers from their less skilled colleagues. Recent evidence points to personality as an underlying core factor influencing teacher performance. In this…

  20. Project Baby Care: A Parental Training Program for Students with Emotional and Behavioral Disorders (EBD)

    ERIC Educational Resources Information Center

    Roberts, Catherine; Wolman, Clara; Harris-Looby, Judy

    2004-01-01

    Statistics indicate that many victims of fatalities from abuse are children of teenage parents. Profiles of typical abuse perpetrators match the characteristics of many students with emotional and behavioral disorders (EBD) and place them at higher risk of acting impulsively and using violent and abusive behaviors. Teaching students parenting…

  1. Behavioral Disorders: Practice Concerns and Students with EBD. Advances in Special Education. Volume 23

    ERIC Educational Resources Information Center

    Bakken, Jeffrey P., Ed.; Obiakor, Festus E., Ed.; Rotatori, Anthony F., Ed.

    2012-01-01

    Volumes 22 and 23 of the "Advances in Special Education" address the current top perspectives and issues in the field of emotional and behavioral disorders (EBD) by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and dimensions…

  2. Supportive Therapies for EBD and At-Risk Students: Rich, Varied, and Underused.

    ERIC Educational Resources Information Center

    King, Robert P.; Schwabenlender, Sharon A.

    1994-01-01

    This article introduces supportive therapies for students with emotional/behavioral disorders (EBD). Strategies to help children cope with emotions are described. Bibliotherapy approaches and various expressive arts approaches to helping these children are discussed, and the role of leisure awareness and adventure recreation as therapies is…

  3. Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD. Advances in Special Education. Volume 22

    ERIC Educational Resources Information Center

    Bakken, Jeffrey P., Ed.; Obiakor, Festus E., Ed.; Rotatori, Anthony F., Ed.

    2012-01-01

    Volumes 22 and 23 of "Advances in Special Education" address the current top perspectives and issues in the field of EBD by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and dimensions related to the historical development of the…

  4. The Effect of Systematic Academic Instruction on Behavioural and Academic Outcomes of Students with EBD

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Post, Wendy J.; Bijstra, Jan O.; van den Bosch, Els J.

    2016-01-01

    This study aims to assess the impact of systematic academic instruction on academic progress and behavioural problems of students with emotional and/or behavioural disorders (EBD) in special education. Earlier studies have noted the importance of a systematic approach as well as the significance of focusing on academic instruction instead of on…

  5. Support Services to Teachers to Increase Preparedness of Students with Emotional and Behavioral Disabilities (EBD) for Statewide Assessments: A Case Study

    ERIC Educational Resources Information Center

    Jackson, Terry L.

    2010-01-01

    There is a significant need to address the academic outcomes of students with emotional and behavioral disabilities (EBD). Of the 13 federal disability categories under which a student can be classified to receive special education services, students with EBD have the highest dropout rate, the highest failure rate, and pose the most behavioral…

  6. Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD)

    ERIC Educational Resources Information Center

    Tsai, Shu-Fei; Cheney, Douglas; Walker, Bridget

    2013-01-01

    The quality of classrooms serving students with emotional and behavioral disabilities (EBD) is a continuing concern because of its influence on students' educational outcomes. Program evaluation of classrooms for students with EBD has been a recommended practice for many years since Grosenick, George, and George (1987) conducted their…

  7. Early-Career EBD Teacher Knowledge, Ratings of Competency Importance, and Observed Use of Instruction and Management Competencies

    ERIC Educational Resources Information Center

    Anderson, Lori F.; Hendrickson, Jo M.

    2007-01-01

    The empirical, conceptual, and theoretical knowledge of early-career EBD teachers was assessed two years after student teaching and compared to their ratings of the importance of specific instruction and classroom management competencies as well as to their application of those competencies. Twelve teachers, six elementary and six secondary, with…

  8. An Examination of Intervention Research with Secondary Students with EBD in Light of Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Mulcahy, Candace A.; Maccini, Paula; Wright, Kenneth; Miller, Jason

    2014-01-01

    In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed…

  9. Combining Self-Monitoring and an Interdependent Group Contingency to Improve the Behavior of Sixth Graders with EBD

    ERIC Educational Resources Information Center

    Denune, Hilary; Hawkins, Renee; Donovan, Lauren; Mccoy, Dacia; Hall, Lyndsie; Moeder, Anthony

    2015-01-01

    A withdrawal design was used to examine the influence of a self-monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth-grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on-task, off-task,…

  10. Relationships of Aggression Subtypes and Peer Status among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

    ERIC Educational Resources Information Center

    Useche, Ana Carolina; Sullivan, Amanda L.; Merk, Welmoet; Orobio de Castro, Bram

    2014-01-01

    This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general…

  11. SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

    ERIC Educational Resources Information Center

    McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

    2014-01-01

    Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

  12. Educating Students with Emotional and Behavioral Disorders: Historical Perspective and Future Directions. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Whelan, Richard J.; Kauffman, James M.

    This monograph on teaching students with emotional and behavioral disorders (E/BD) is divided into two parts, one that offers historical perspectives and one that looks at future directions. Following an introduction, individual sections of Part 1 address the following topics: (1) a brief history of special education for E/BD students; (2) key…

  13. Cost Effectiveness of the Instrumentalism in Occupational Therapy (IOT) Conceptual Model as a Guide for Intervention with Adolescents with Emotional and Behavioral Disorders (EBD)

    ERIC Educational Resources Information Center

    Ikiugu, Moses N.; Anderson, Lynne

    2007-01-01

    The purpose of this paper was to demonstrate the cost-effectiveness of using the Instrumentalism in Occupational Therapy (IOT) conceptual practice model as a guide for intervention to assist teenagers with emotional and behavioral disorders (EBD) transition successfully into adulthood. The cost effectiveness analysis was based on a project…

  14. A Probleme Complexe, Rarement Solution Simple: La Necessite d'une Intervention Integree aupres des Eleves en Difficulte de Comportement. For Every Complex Issue There Is a Simple Answer...and It Is Wrong: The Need for a Comprehensive Intervention with EBD Students.

    ERIC Educational Resources Information Center

    Royer, Egide

    This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized schools can make a…

  15. Perspective on Emotional/Behavioral Disorders: Assumptions and Their Implications for Education and Treatment. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Nelson, C. Michael; Scott, Terrance M.; Polsgrove, Lewis

    This monograph provides an overview of intervention and programming strategies for students with emotional/behavioral disorders (E/BD) based on the behavioral approach. It reviews the progress of the behavioral perspective in education from its earliest beginnings to the present and describes its major characteristics, chief proponents,…

  16. Psychoeducation: An Idea Whose Time Has Come. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Wood, Mary M.; Brendtro, Larry K.; Fecser, Frank A.; Nichols, Polly

    This monograph provides an introduction to psychoeducational theory in the education of students with emotional and/or behavioral disorders (E/BD). An introduction reviews the history of the psychoeducational approach and stresses the need to put this theory, as well as others, into practice. Chapter 1 compares and integrates six psychoeducational…

  17. When Universal Approaches and Prevention Services Are Not Enough: The Importance of Understanding the Stigmatization of Special Education for Students with EBD--A Response to Kauffman and Badar

    ERIC Educational Resources Information Center

    Farmer, Thomas W.

    2013-01-01

    The author of this commentary responds to an article titled "How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing," by J.M. Kaufmann and J. Bader, who maintain that identifying youth as having emotional and behavioral disorders (EBD) and providing treatment for them is viewed to be…

  18. The "B" in EBD Is Not Just for Bullying

    ERIC Educational Resources Information Center

    Kauffman, James M.

    2015-01-01

    Problems in defining emotional and behavioural difficulties of all types, including bullying, are discussed. Interactions among seeing, naming and communicating about these phenomena are considered. School and community characteristics of students with emotional and behavioural difficulties are touched upon. Major problems in definition and…

  19. Rethinking Teacher Preparation for EBD Students: Towards a Partnership Model

    ERIC Educational Resources Information Center

    Blake, Christopher; Monahan, Elizabeth C.

    2007-01-01

    Chris Blake and Elizabeth Monahan explore the role that partnerships play in developing effective teachers working with children and young people who present emotional and behavioural difficulties. A range of innovations in the United States are highlighted and the key emphasis is placed upon a continuum of teacher development.

  20. Reliability of Frequent Retrospective Behavior Ratings for Elementary School Students with EBD

    ERIC Educational Resources Information Center

    Burke, Mack D.; Vannest, Kimberly; Davis, John; Davis, Cole; Parker, Richard

    2009-01-01

    This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals…

  1. Classwide PBIS for Students with EBD: Initial Evaluation of an Integrity Tool

    ERIC Educational Resources Information Center

    Jeffrey, Jennifer L.; McCurdy, Barry L.; Ewing, Sam; Polis, Dustin

    2009-01-01

    The purpose of this pilot project was to develop a tool and a process for providing performance feedback on evidence-based classroom management strategies to teachers of students in emotional support classrooms. The project was carried out with nine classroom teachers and descriptive results are discussed. Initial results found increases in…

  2. Better Play Times Training--Theory and Practice in an EBD Primary School

    ERIC Educational Resources Information Center

    Woolf, Alison

    2008-01-01

    Providing child-centred play opportunities and re-creating early attachment experiences facilitates a child's social and emotional development, as well as giving time and space for self-expression and relaxation. Play therapists provide these conditions after lengthy and intensive training. Para-professionals are now being trained and supported in…

  3. Using Reliable Change to Calculate Clinically Significant Progress in Children with EBD: A BHRS Program Evaluation

    ERIC Educational Resources Information Center

    Thoder, Vincent J.; Hesky, James G.; Cautilli, Joseph D.

    2010-01-01

    Children often have complex emotional and behavioral disorders (ADHD, ODD, Depression, PTSD, etc.). A large amount of research exists in the behavioral treatment of children with these disorders regarding specific behavioral problems. Much less research exists for the treatment of comprehensive problematic behaviors that these children experience…

  4. Introduction to The Special Issue: Cognitive-Behavioral Interventions with Students with EBD

    ERIC Educational Resources Information Center

    Mayer, Matthew; Lochman, John; Van Acker, Richard

    2005-01-01

    Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the majority of the contributions have come from the fields of school,…

  5. Considerations for the Placement of Youth with EBD in Alternative Education Programs

    ERIC Educational Resources Information Center

    Atkins, Trent; Bartuska, Jamie

    2010-01-01

    Alternative education programs (also called alternative schools) first appeared on the American landscape in the 1960s. Despite the proliferation of these programs, a generic description of what constitutes an alternative education program, historically, has been elusive. Most alternative education programs have the general criteria of serving…

  6. 75 FR 70730 - EBD Hydro; Notice of Application Accepted for Filing and Soliciting Comments, Motions To...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-11-18

    ...: The proposed 45-Mile Hydroelectric Project would be located on the concrete drop structure of the...-Mile Hydroelectric Project would consist of: (1) A proposed intake structure; (2) a proposed 2,700-foot... public notice. p. Protests or Motions to Intervene--Anyone may submit a protest or a motion to...

  7. Four Supportive Pillars in Career Exploration and Development for Adolescents with LD and EBD

    ERIC Educational Resources Information Center

    Trainor, Audrey A.; Smith, Shane Anthony; Kim, Sunyoung

    2012-01-01

    In addition to typical career development and vocational programs in general education, providing school-based programs that are directly linked to employment and career development for youth with learning and emotional and behavioral disabilities is a legally mandated service in special education. Several broad research-based strategies are…

  8. Depression in the Schools: A Hidden Piece in the E/BD Puzzle?

    ERIC Educational Resources Information Center

    Heath, Nancy L.; Toste, Jessica R.; Holly, Shareen

    2006-01-01

    Depression is an essential component in any consideration of emotional/behavioural difficulties in the schools. Depression can occur as a disorder or as a clinically significant array of depressive symptoms, both of which should be of concern to school personnel. The present paper reviews literature concerning the identification, prevalence, and…

  9. Reintegrating Elementary Students with EBD from Alternative Placement to Public School

    ERIC Educational Resources Information Center

    Avery-Sterud, Barbara

    2009-01-01

    Significant numbers of children with emotional and behavioral disorders receive services in settings other than general education, but it is expected they will return to a less restrictive environment. Reintegrating these students once they have completed treatment is a significant problem. Students can demonstrate improved behavior and…

  10. Ten Years after Special Education: EBD-Students in Transition to Adulthood in Finland.

    ERIC Educational Resources Information Center

    Jahnukainen, Markku

    This study followed up on the life-courses of 23 former special education students with emotional and behavioral disabilities from a comprehensive school to further education, work, and adulthood. The students attended special classes for pupils with emotional and behavioral difficulties in a small town in southern Finland in 1985-1987. The…

  11. A Meta-Analysis of Video-Modeling Based Interventions for Reduction of Challenging Behaviors for Students with EBD

    ERIC Educational Resources Information Center

    Losinski, Mickey; Wiseman, Nicole; White, Sherry A.; Balluch, Felicity

    2016-01-01

    The current study examined the use of video modeling (VM)-based interventions to reduce the challenging behaviors of students with emotional or behavioral disorders. Each study was evaluated using Council for Exceptional Children's (CEC's) quality indicators for evidence-based practices. In addition, study effects were calculated along the three…

  12. In an EBD Population Do Looked after Children Have Specific Needs Relating to Resilience, Self-Perception and Attainment?

    ERIC Educational Resources Information Center

    Jackson, Emily; Whitehead, Juliet; Wigford, Angie

    2010-01-01

    Poor outcomes for Looked After Children (LAC) in relation to non-LAC have been well established by research. However, a small minority of LAC do achieve positive outcomes despite having experienced a number of risk factors. It is the process of resilience which is thought to enable individuals to experience positive outcomes. This study focused on…

  13. Consumer View: What Former Students of Emotional/Behavioral Disorder (EBD) Classes Say about School in Finland.

    ERIC Educational Resources Information Center

    Jahnukainen, Markku

    This paper discusses the outcomes of a Finnish study that investigated the school experiences of former special education students with emotional and behavioral disorders. Twenty-three former students, who had attended classes for students with emotional and behavioral disorders were interviewed. The students had been out of special education and…

  14. Behavioral Problems in Schools: Ways To Encourage Functional Behavior Assessment (FBA) of Discipline-Evoking Behavior of Students with Emotional and/or Behavioral Disorders (EBD).

    ERIC Educational Resources Information Center

    Hendrickson, Jo M.; Gable, Robert A.; Conroy, Maureen A.; Fox, James; Smith, Carl

    1999-01-01

    This article discusses some of the major challenges school districts face in implementing functional behavioral assessments (FBAs). A school improvement initiative, "Success4," is presented to illustrate an Iowa approach. Arguments are presented for fundamental changes in order to enhance school district effectiveness and accountability in…

  15. The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom.

    ERIC Educational Resources Information Center

    Scott, Terrance M.; Shearer-Lingo, Amy

    2002-01-01

    This study used two reading programs with three students in a self-contained class for children with emotional and/or behavior disorders. Results indicated that when instruction sets students up to succeed on a daily basis and monitor their own progress, positive academic and social outcomes are likely. Single subject research results and…

  16. Supporting Early Adolescent Learning and Social Strengths: Promoting Productive Contexts for Students At-Risk for EBD during the Transition to Middle School

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Hamm, Jill V.; Petrin, Robert A.; Robertson, Dylan; Murray, Robert A.; Meece, Judith L.; Brooks, Debbie Sprott

    2010-01-01

    This study involved a pilot examination of the impact of the Supporting Early Adolescent Learning and Social Strengths (SEALS) model on the 6th grade academic and social context following the transition to middle school. Two middle schools from a high poverty Appalachian school district were randomly assigned to the intervention and control…

  17. "Some People Aren't Cut Out for It": The Role of Personality Factors in the Careers of Teachers of Students with EBD

    ERIC Educational Resources Information Center

    Prather-Jones, Bianca

    2011-01-01

    This qualitative study explores reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in their field. Previous research, usually conducted among the wider population of special education teachers, has focused on the relationship of employment and demographic factors to attrition and has…

  18. Is There Any Point in Wearing Dead Men's Spectacles? How the Theoretical Insights of Adler and Colleagues Relate to Current Practice with Children Experiencing EBD

    ERIC Educational Resources Information Center

    Blamires, Mike

    2006-01-01

    This article explores the legacy of Adlerian approaches to behaviour. Mike Blamires offers an opportunity to consider the impact of Adler's premise that education is fundamentally about encouragement and the promotion of democratic principles. In so doing he challenges us to interrogate the term "behaviour management", and its current use by…

  19. Pragmatic Language and the Child with Emotional/Behavioural Difficulties (EBD): A Pilot Study Exploring the Interaction between Behaviour and Communication Disability

    ERIC Educational Resources Information Center

    Mackie, Leila; Law, James

    2010-01-01

    Introduction: The relationship between mental health, behaviour and language development is widely recognized in the literature. Recent advances in assessment tools allows one to consider the role of pragmatic language skills in this co-occurrence. Aims: This pilot study aimed to investigate (1) the level of association between pragmatic language…

  20. Effects of Sentence Instruction and Frequency Building to a Performance Criterion on Elementary-Aged Students with Behavioral Concerns and EBD

    ERIC Educational Resources Information Center

    Datchuk, Shawn M.; Kubina, Richard M.; Mason, Linda H.

    2015-01-01

    Elementary-aged students with behavioral concerns and disabilities struggling to construct sentences stand a high likelihood for continued academic difficulty. Several studies have used sentence instruction with picture-word prompts to improve sentence level writing skills, including construction of simple sentences, syntax, capitalization, and…

  1. Do Adolescents with Emotional and Behavioral Disturbances Attending Schools for Special Education Have Lower Expectations Regarding the Transition to Adulthood?

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    Individuals with emotional and behavioral disturbances (EBD) and those attending special schools tend to have poorer adult outcomes than adolescents without EBD and peers from regular schools. Using a four-group comparison (students with or without EBD from special schools and students with or without EBD from regular schools), the present study…

  2. Education and Services for Children and Youths with Emotional and Behavioral Disorders in Singapore

    ERIC Educational Resources Information Center

    Chen, Kaili; Soon, Tan Chee

    2006-01-01

    To describe the current status of special education and services for children and youths with emotional and behavioral disorders (E/BD) in Singapore, the authors highlight the country's overall structure of special education and mental health, identification of and intervention with children and youths with E/BD, perspectives about E/BD, and…

  3. Teacher Perceptions of Inclusionary Practices for Students with Emotional

    ERIC Educational Resources Information Center

    Lee, Yu-wen Grace

    2012-01-01

    The present study examined variables affecting teachers' perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north…

  4. Emotional/Behavioral Disorders: Understanding the Challenges

    ERIC Educational Resources Information Center

    Nelson, Mark D.; Williamson, Tricia

    2004-01-01

    It is important to realize that students who are diagnosed with E/BD often have or should have dual diagnoses. Regular classroom teachers may perceive a sense of ineffectiveness and consequently develop resistance in working with students with E/BD. Mainstreaming students with E/BD allows them to interact and learn more effective interaction…

  5. Characteristics of Successful Teachers of Students with Emotional Behavioral Disabilities: Teacher and Expert Perceptions

    ERIC Educational Resources Information Center

    Delport, John

    2012-01-01

    This study used a mixed methods design to examine the characteristics--including competencies (i.e., knowledge and skills), and personal attributes--of successful teachers of students with E/BD. The characteristics were examined through the perceptions of teachers of students with E/BD (teachers who are expert in E/BD, n = 14, MEd Graduates…

  6. Towards Systemic Support of Pupils with Emotional and Behavioural Disorders

    ERIC Educational Resources Information Center

    Mooij, Ton; Smeets, Ed

    2009-01-01

    Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be…

  7. Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey.

    ERIC Educational Resources Information Center

    Runnheim, Veronica A.; And Others

    1996-01-01

    Wisconsin teachers provided information on 1,300 students with emotional and behavioral disorders (EBD) who were receiving medication for attention deficit hyperactivity disorder (ADHD). The ADHD/EBD students comprised approximately 26% of all EBD students. The most common medication was Ritalin, and teachers believed the medication effectively…

  8. Developing Positive Behavioral Support for Students with Challenging Behaviors. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Sugai, George, Ed.; Lewis, Timothy J., Ed.

    This monograph is a guide to positive behavioral intervention and support (PBIS) and functional behavioral assessment (FBA) in the special education of students with behavior disorders as emphasized in the 1997 amendments to the Individuals with Disabilities Act (IDEA 97). An introduction explains that positive behavioral support represents the…

  9. Safe Schools: School-Wide Discipline Practices. From the Third CCBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Lewis, Timothy J., Ed.; Sugai, George, Ed.

    This monograph examines issues of school safety, focusing on the prevention/early intervention end of the continuum of services and on elementary and middle-school age children and youth. It highlights preventive measures schools can take to implement a proactive school-wide system of discipline to ensure school safety. Emphasis is on creating…

  10. Historical Chronology of the Council for Children with Behavioral Disorders 1964-1999. From the Third CBD Mini-Library Series, What Works for Children and Youth with E/BD: Linking Yesterday and Today with Tomorrow.

    ERIC Educational Resources Information Center

    Bullock, Lyndal M.; Menendez, Anthony L.

    This monograph presents a history of the Council for Children with Behavioral Disorders (CCBD), a division of the Council for Exceptional Children. Since its founding in 1964, the CCBD has been concerned with children and youth with emotional and behavioral disorders. Following an introductory chapter, Chapter 1 highlights CCBD, including its…

  11. Access to care for children with emotional/behavioral difficulties.

    PubMed

    Henning-Smith, Carrie; Alang, Sirry

    2016-06-01

    Emotional/behavioral difficulties (EBDs) are increasingly diagnosed in children, constituting some of the most common chronic childhood conditions. Left untreated, EBDs pose long-term individual and population-level consequences. There is a growing evidence of disparities in EBD prevalence by various demographic characteristics. This article builds on this research by examining disparities in access to medical care for children with EBD. From 2008 to 2011, using data from the US National Health Interview Survey (N = 31,631) on sample children aged 4-17, we investigate (1) whether having EBD affects access to care (modeled as delayed care due to cost and difficulty making an appointment) and (2) the role demographic characteristics, health insurance coverage, and frequency of service use play in access to care for children with EBD. Results indicate that children with EBD experience issues in accessing care at more than twice the rate of children without EBD, even though they are less likely to be uninsured than their counterparts without EBD. In multivariable models, children with EBD are still more likely to experience delayed care due to cost and difficulty making a timely appointment, even after adjusting for frequency of health service use, insurance coverage, and demographic characteristics. PMID:25583944

  12. Optimization of Evans blue quantitation in limited rat tissue samples

    NASA Astrophysics Data System (ADS)

    Wang, Hwai-Lee; Lai, Ted Weita

    2014-10-01

    Evans blue dye (EBD) is an inert tracer that measures plasma volume in human subjects and vascular permeability in animal models. Quantitation of EBD can be difficult when dye concentration in the sample is limited, such as when extravasated dye is measured in the blood-brain barrier (BBB) intact brain. The procedure described here used a very small volume (30 µl) per sample replicate, which enabled high-throughput measurements of the EBD concentration based on a standard 96-well plate reader. First, ethanol ensured a consistent optic path length in each well and substantially enhanced the sensitivity of EBD fluorescence spectroscopy. Second, trichloroacetic acid (TCA) removed false-positive EBD measurements as a result of biological solutes and partially extracted EBD into the supernatant. Moreover, a 1:2 volume ratio of 50% TCA ([TCA final] = 33.3%) optimally extracted EBD from the rat plasma protein-EBD complex in vitro and in vivo, and 1:2 and 1:3 weight-volume ratios of 50% TCA optimally extracted extravasated EBD from the rat brain and liver, respectively, in vivo. This procedure is particularly useful in the detection of EBD extravasation into the BBB-intact brain, but it can also be applied to detect dye extravasation into tissues where vascular permeability is less limiting.

  13. Randomized phase 2 study: elotuzumab plus bortezomib/dexamethasone vs bortezomib/dexamethasone for relapsed/refractory MM

    PubMed Central

    Offidani, Massimo; Pégourie, Brigitte; De La Rubia, Javier; Garderet, Laurent; Laribi, Kamel; Bosi, Alberto; Marasca, Roberto; Laubach, Jacob; Mohrbacher, Ann; Carella, Angelo Michele; Singhal, Anil K.; Tsao, L. Claire; Lynch, Mark; Bleickardt, Eric; Jou, Ying-Ming; Robbins, Michael; Palumbo, Antonio

    2016-01-01

    In this proof-of-concept, open-label, phase 2 study, patients with relapsed/refractory multiple myeloma (RRMM) received elotuzumab with bortezomib and dexamethasone (EBd) or bortezomib and dexamethasone (Bd) until disease progression/unacceptable toxicity. Primary endpoint was progression-free survival (PFS); secondary/exploratory endpoints included overall response rate (ORR) and overall survival (OS). Two-sided 0.30 significance level was specified (80% power, 103 events) to detect hazard ratio (HR) of 0.69. Efficacy and safety analyses were performed on all randomized patients and all treated patients, respectively. Of 152 randomized patients (77 EBd, 75 Bd), 150 were treated (75 EBd, 75 Bd). PFS was greater with EBd vs Bd (HR, 0.72; 70% confidence interval [CI], 0.59-0.88; stratified log-rank P = .09); median PFS was longer with EBd (9.7 months) vs Bd (6.9 months). In an updated analysis, EBd-treated patients homozygous for the high-affinity FcγRIIIa allele had median PFS of 22.3 months vs 9.8 months in EBd-treated patients homozygous for the low-affinity allele. ORR was 66% (EBd) vs 63% (Bd). Very good partial response or better occurred in 36% of patients (EBd) vs 27% (Bd). Early OS results, based on 40 deaths, revealed an HR of 0.61 (70% CI, 0.43-0.85). To date, 60 deaths have occurred (28 EBd, 32 Bd). No additional clinically significant adverse events occurred with EBd vs Bd. Grade 1/2 infusion reaction rate was low (5% EBd) and mitigated with premedication. In patients with RRMM, elotuzumab, an immunostimulatory antibody, appears to provide clinical benefit without added clinically significant toxicity when combined with Bd vs Bd alone. Registered to ClinicalTrials.gov as NCT01478048. PMID:27091875

  14. Randomized phase 2 study: elotuzumab plus bortezomib/dexamethasone vs bortezomib/dexamethasone for relapsed/refractory MM.

    PubMed

    Jakubowiak, Andrzej; Offidani, Massimo; Pégourie, Brigitte; De La Rubia, Javier; Garderet, Laurent; Laribi, Kamel; Bosi, Alberto; Marasca, Roberto; Laubach, Jacob; Mohrbacher, Ann; Carella, Angelo Michele; Singhal, Anil K; Tsao, L Claire; Lynch, Mark; Bleickardt, Eric; Jou, Ying-Ming; Robbins, Michael; Palumbo, Antonio

    2016-06-01

    In this proof-of-concept, open-label, phase 2 study, patients with relapsed/refractory multiple myeloma (RRMM) received elotuzumab with bortezomib and dexamethasone (EBd) or bortezomib and dexamethasone (Bd) until disease progression/unacceptable toxicity. Primary endpoint was progression-free survival (PFS); secondary/exploratory endpoints included overall response rate (ORR) and overall survival (OS). Two-sided 0.30 significance level was specified (80% power, 103 events) to detect hazard ratio (HR) of 0.69. Efficacy and safety analyses were performed on all randomized patients and all treated patients, respectively. Of 152 randomized patients (77 EBd, 75 Bd), 150 were treated (75 EBd, 75 Bd). PFS was greater with EBd vs Bd (HR, 0.72; 70% confidence interval [CI], 0.59-0.88; stratified log-rank P = .09); median PFS was longer with EBd (9.7 months) vs Bd (6.9 months). In an updated analysis, EBd-treated patients homozygous for the high-affinity FcγRIIIa allele had median PFS of 22.3 months vs 9.8 months in EBd-treated patients homozygous for the low-affinity allele. ORR was 66% (EBd) vs 63% (Bd). Very good partial response or better occurred in 36% of patients (EBd) vs 27% (Bd). Early OS results, based on 40 deaths, revealed an HR of 0.61 (70% CI, 0.43-0.85). To date, 60 deaths have occurred (28 EBd, 32 Bd). No additional clinically significant adverse events occurred with EBd vs Bd. Grade 1/2 infusion reaction rate was low (5% EBd) and mitigated with premedication. In patients with RRMM, elotuzumab, an immunostimulatory antibody, appears to provide clinical benefit without added clinically significant toxicity when combined with Bd vs Bd alone. Registered to ClinicalTrials.gov as NCT01478048. PMID:27091875

  15. The winds of change revisited: progress towards building a culture of evidence-based dentistry.

    PubMed

    Hinton, Robert J; McCann, Ann L; Schneiderman, Emet D; Dechow, Paul C

    2015-05-01

    In 2008, Texas A&M University Baylor College of Dentistry launched a comprehensive four-year curriculum in evidence-based dentistry (EBD) along with a series of faculty development initiatives to create an EBD culture. The aim of this study was to determine the institution's success in achieving this goal. The assessment tool used was the PEAK instrument, which measures respondents' EBD Practices, Experience, Attitudes, and Knowledge. Two EBD-trained classes of students and one class untrained in EBD (approximately 100 students in each class) were assessed annually. The faculty were assessed before and after completion of the initiative. Nearly all students responded, with samples ranging from 87 to 102; the faculty response rates were 53% (62/117) in 2009 and 66% in 2013 (81/123). In the results, the trained students scored significantly higher in knowledge than the untrained students at each of the first three PEAK administrations (p≤0.001). Regarding confidence in appraising a research report, the first trained group significantly gained in appropriate use of statistical tests (p<0.001), while the second trained group significantly gained in this aspect and five others (p≤0.032). At the final PEAK administration, the second trained group agreed more than the untrained group that EBD was important for the practice of dentistry (p<0.001). Faculty comfort level with reading peer-reviewed articles increased significantly from 2009 to 2013 (p=0.039). Faculty members who participated in the summer EBD Fundamentals course (n=28) had significantly higher EBD knowledge scores than those who did not participate (p=0.013), and their EBD attitudes and practices were more positive (p<0.05). Students and faculty trained in EBD were more knowledgeable and exhibited more positive attitudes, supporting a conclusion that the college has made substantial progress towards achieving an EBD culture. PMID:25941143

  16. The Winds of Change Revisited: Progress Towards Building a Culture of Evidence-Based Dentistry

    PubMed Central

    Hinton, Robert J.; McCann, Ann L.; Schneiderman, Emet D.; Dechow, Paul C.

    2016-01-01

    In 2008, Texas A&M University Baylor College of Dentistry launched a comprehensive four-year curriculum in evidence-based dentistry (EBD) along with a series of faculty development initiatives to create an EBD culture. The aim of this study was to determine the institution's success in achieving this goal. The assessment tool used was the PEAK instrument, which measures respondents’ EBD Practices, Experience, Attitudes, and Knowledge. Two EBD-trained classes of students and one class untrained in EBD (approximately 100 students in each class) were assessed annually. The faculty were assessed before and after completion of the initiative. Nearly all students responded, with samples ranging from 87 to 102; the faculty response rates were 53% (62/117) in 2009 and 66% in 2013 (81/123). In the results, the trained students scored significantly higher in knowledge than the untrained students at each of the first three PEAK administrations (p≤0.001). Regarding confidence in appraising a research report, the first trained group significantly gained in appropriate use of statistical tests (p<0.001), while the second trained group significantly gained in this aspect and five others (p≤0.032). At the final PEAK administration, the second trained group agreed more than the untrained group that EBD was important for the practice of dentistry (p<0.001). Faculty comfort level with reading peer-reviewed articles increased significantly from 2009 to 2013 (p=0.039). Faculty members who participated in the summer EBD Fundamentals course (n=28) had significantly higher EBD knowledge scores than those who did not participate (p=0.013), and their EBD attitudes and practices were more positive (p<0.05). Students and faculty trained in EBD were more knowledgeable and exhibited more positive attitudes, supporting a conclusion that the college has made substantial progress towards achieving an EBD culture. PMID:25941143

  17. The Effects of Disability Labels on Special Education and General Education Teachers' Referrals for Gifted Programs

    ERIC Educational Resources Information Center

    Bianco, Margarita

    2005-01-01

    This study investigated the effect of the disability labels learning disabilities (LD) and emotional and behavioral disorders (EBD) on public school general education and special education teachers' willingness to refer students to gifted programs. Results indicated that teachers were significantly influenced by the LD and EBD labels when making…

  18. How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing

    ERIC Educational Resources Information Center

    Kauffman, James M.; Badar, Jeanmarie

    2013-01-01

    The authors note that identification as having emotional or behavioral disorders (EBD) is generally acknowledged to be stigmatizing. The stigma associated with identification as needing special education for EBD (or any other disability) could be reduced by talking in readily understood language about differences, accepting the reality of…

  19. Corrective Reading as a Supplementary Curriculum for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Houchins, David E.; Terry, Nicole P.

    2013-01-01

    Reading deficits among students with emotional and behavioral disorders (E/BD) are well documented. One approach to addressing these deficits has been providing students with intensive and explicit reading instruction. In this study, 31 students with E/BD and reading deficits in self-contained settings were provided with 8 weeks of…

  20. Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School

    ERIC Educational Resources Information Center

    Ennis, Robin Parks

    2013-01-01

    Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is…

  1. Existing Research and Future Directions for Self-Regulated Strategy Development with Students with and at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Ennis, Robin Parks; Jolivette, Kristine

    2014-01-01

    Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is…

  2. Effective Teachers for Students with Emotional/Behavioral Disorders: Active Ingredients Leading to Positive Teacher and Student Outcomes

    ERIC Educational Resources Information Center

    Conroy, Maureen A.; Sutherland, Kevin S.

    2012-01-01

    Teachers of students with emotional/behavioral disorders (E/BD) have varied skills and abilities. Within the field there are some teachers, who teach students with E/BD by actively engaging them in learning tasks and who have few behavior problems in comparison to other teachers, who struggle with classroom management. Many researchers have found…

  3. Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; Singh, Nirbhay N.

    2004-01-01

    Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

  4. Improving Family Involvement for Juvenile Offenders with Emotional/Behavioral Disorders and Related Disabilities

    ERIC Educational Resources Information Center

    Garfinkel, Lili

    2010-01-01

    Youth with emotional and behavioral (E/BD) and other disorders, who in many cases have not received needed interventions and supports in school, are overrepresented in the juvenile justice system. This article considers how parents of youth with E/BDs can become more involved in the process when their child is referred to juvenile court, thereby…

  5. A Literature Review of Research Quality and Effective Practices in Alternative Education Settings

    ERIC Educational Resources Information Center

    Flower, Andrea; McDaniel, Sara C.; Jolivette, Kristine

    2011-01-01

    Effective behavioral practices for students with emotional/behavioral disorders (E/BD) are critical. Students with E/BD are often served in alternative education (AE) settings due to behavior that cannot be supported in a typical school setting or due to court adjudication based on delinquent activity. Like other settings for students with E/BD,…

  6. Struggling Readers with Emotional and Behavioral Disorders and Their Teachers: Perceptions of Corrective Reading

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Duchaine, Ellen L.; Jolivette, Kristine

    2010-01-01

    Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to…

  7. Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Adamson, Reesha; Mitchell, Barbara S.; Lierheimer, Kristin; O'Connor, Karen V.; Bailey, Natasha; Schultz, Tia; Schmidt, Carla; Jones, Stacey

    2010-01-01

    This article provides an historical look at how programs and practices for students with emotional or behavior disorders (E/BD) have been evaluated since 1964, leading to a codified, although not universally recognized, set of recommendations for evaluating best practices for students with E/BD set out by The Peacock Hill Working Group (1991). The…

  8. Put Me in, Coach! A Powerful and Efficient Tier 2 Behavioral Intervention for Alternative Settings

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Flower, Andrea; Cheney, Douglas

    2011-01-01

    Students with high-incidence disabilities, including emotional and behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disabilities (MID), demonstrate academic, social, and behavioral deficits to varying degrees, which places them at risk for school failure. Because students with E/BD face dire consequences, it is…

  9. Using Precorrection as a Secondary-Tier Intervention for Reducing Problem Behaviors in Instructional and Noninstructional Settings

    ERIC Educational Resources Information Center

    Ennis, Robin Parks; Schwab, James Raymond; Jolivette, Kristine

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a…

  10. The Social Lives of Children with Emotional and Behavioral Disorders in Self-Contained Classrooms: A Descriptive Analysis.

    ERIC Educational Resources Information Center

    Panacek, Luanne J.; Dunlap, Glen

    2003-01-01

    Social lives of 14 children with emotional and behavioral disorders (E/BD) in segregated elementary school classrooms were compared with 14 typical students in general classrooms. Children with E/BD had little opportunity to engage in integrated school activities and their school social networks were dominated by individuals affiliated with…

  11. Effective Practices/Interventions for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Bock, Stacey Jones; Borders, Christy

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not…

  12. A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

    ERIC Educational Resources Information Center

    Reid, Robert; Gonzalez, Jorge E.; Nordness, Philip D.; Trout, Alexandra; Epstein, Michael H.

    2004-01-01

    Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the…

  13. Teaching and Working with Children Who Have Emotional and Behavioral Challenges.

    ERIC Educational Resources Information Center

    Quinn, Mary Magee; Osher, David; Warger, Cynthia L.; Hanley, Tom V.; Bader, Beth DeHaven; Hoffman, Catherine C.

    This guidebook is designed to help educators and others in their efforts to work with students with emotional and behavioral difficulties (EBD). Chapter 1 provides an overview of the needs and problems presented by such students. Chapter 2 contains basic information to help provide an enhanced understanding of students with EBD. Causes of…

  14. Co-Teaching and Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    McDuffie, Kimberly A.; Landrum, Timothy J.; Gelman, Jennifer A.

    2008-01-01

    In the past decade, increased emphasis on academic instruction for students with emotional and behavioral disorders (EBD) has replaced the misguided notion that teachers must focus exclusively or primarily on behavior problems before they can effectively teach students with EBD. Numerous scholars have noted that academic instruction should be the…

  15. Students with Emotional and Behavioral Disorders: Post-School Outcomes.

    ERIC Educational Resources Information Center

    Jolivette, Kristine; Stichter, Janine Peck; Nelson, C. Michael; Scott, Terrance M.; Liaupsin, Carl J.

    This report reviews existing data related to post-school outcomes for individuals with emotional and behavioral disorders (EBD), discusses why these data may be misleading, and describes what the special education field is doing to improve the post-school outcomes for individuals with EBD. In the first part of the paper, outcomes related to three…

  16. Increasing the Knowledge and Competencies Needed for Active Participation in Transition Planning: Use of the CD-ROM Version of the Self-Advocacy Strategy with Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Patti, Angela Leigh

    2010-01-01

    Given their dismal postschool outcomes, students with emotional and behavioral disorders (EBD) are in dire need of effective methods to increase their involvement in the transition process. It is believed that through this increased involvement, students with EBD may have greater opportunity to realize success in their postschool endeavors. This…

  17. Treatment Integrity of Literacy Interventions for Students with Emotional and/or Behavioral Disorders: A Review of Literature

    ERIC Educational Resources Information Center

    Griffith, Annette K.; Hurley, Kristin Duppong; Hagaman, Jessica L.

    2009-01-01

    This review examines the treatment integrity data of literacy interventions for students with emotional and/or behavioral disorders (EBD). Forty-four studies published between 1977 and 2005 were examined. Findings indicate that studies focusing on literacy interventions for students with EBD included clear operational definitions and data on…

  18. You Tell Us: How Well Are We Preparing Teachers for a Career in Classrooms Serving Children with Emotional Disabilities?

    ERIC Educational Resources Information Center

    Kindzierski, Corinne M.; O'Dell, Robin; Marable, Michele A.; Raimondi, Sharon L.

    2013-01-01

    This study was designed to reveal the knowledge and skill sets that practicing day treatment and residential treatment EBD teachers view as important, and/or lacking, in novice EBD teachers, and to situate those findings within the larger contexts of teacher attrition and teacher preparation in special education. Primary results suggest that EBD…

  19. Using the Good Behavior Game in an Inclusive Classroom

    ERIC Educational Resources Information Center

    Lastrapes, Renée E.

    2014-01-01

    Students with emotional or behavioral disorders (EBD) are being included to a greater degree in the general education classroom. Due to the least restrictive environment mandate in the Individuals With Disabilities Education Improvement Act of 2004, more students with EBD are being taught in inclusive settings. As a result, general education…

  20. Integrating Research, Policy, and Practice to Bring Science to the Classroom: New Leaders' Perspectives on the Field of Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Robertson, Rachel; Oliver, Regina M.; Hollo, Alex; Partin, Tara C. Moore

    2010-01-01

    In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20…

  1. Mathematics Instruction for Middle School Students with and At-Risk for Behavioral Disorders: A Survey Study

    ERIC Educational Resources Information Center

    Jones, Stacey Eagan Lefort

    2012-01-01

    This survey study was designed to investigate mathematics instruction for middle school students with and at-risk for emotional and behavioral disorders (EBD). It sought to identify who is teaching mathematics to students with and at-risk for EBD, investigate if mathematics and special education teachers are implementing recommended curricula and…

  2. Strategies for Success: Evidence-Based Instructional Practices for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Niesyn, Mary E.

    2009-01-01

    The number of students with special needs, including those with emotional and behavioral disorder (EBD) who are being served in the early elementary classroom, is increasing rapidly. The actual number of students with EBD in Grades K-3 is frequently underreported, as the formal process of identifying students for special education services has…

  3. Concurrent and Predictive Criterion-Related Validity of Curriculum-Based Measurement for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Fore, Cecil, III; Boon, Richard T.; Martin, Christopher

    2007-01-01

    There has been a recent emphasis on improving the academic performance of students with emotional and behavioral disorders (EBD). Improving the academic performance of students with EBD is especially important in the current accountability era in which there is much emphasis placed on performance of standardized tests. The purpose of this study…

  4. Supporting Transition-Age Youth with and at Risk for Emotional and Behavioral Disorders at the Secondary Level: A Need for Further Inquiry

    ERIC Educational Resources Information Center

    Lane, Kathleen L.; Carter, Erik W.

    2006-01-01

    Although the task of intervening with transition-age youth with emotional and behavioral disorders (EBD) may be daunting, this area of inquiry is sorely needed. In this introductory article, the authors discuss the scarcity of available research involving students with EBD at the secondary level and the importance of meeting these students'…

  5. Exploring the Perceptions of Students Classified as Emotional

    ERIC Educational Resources Information Center

    Fuller, Andrea M.

    2013-01-01

    Students classified as Emotional/Behavioral Disability (EBD) face tremendous challenges in their lives on a daily basis. Is an alternative school with self-contained classes the best option for educating EBD students? How do the students feel about this educational environment? Do they perceive it as the solution to their problems, or do they see…

  6. The Influence of Professional Development for Special Education Teachers: Self-Regulated Strategy Development in Writing for Students with Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Liberty, Lisa M.

    2013-01-01

    Students with emotional behavioral disorders (EBD) are well known for their challenging, demanding, unpredictable, and difficult behaviors. Many students with EBD exhibit significant academic deficits, especially in writing. Writing instruction is challenging for teachers because they lack knowledge of the writing process, strategies, and…

  7. An Initial Psychometric Evaluation of the CBCL 6-18 in a Sample of Youth with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Pandolfi, Vincent; Magyar, Caroline I.; Dill, Charles A.

    2012-01-01

    Individuals with an autism spectrum disorder (ASD) often present with co-occurring emotional and behavioral disorders (EBD). The Child Behavior Checklist 6-18 (CBCL; Achenbach & Rescorla, 2001) is an EBD measure that contains several norm-referenced scales derived through factor analysis of data from the general pediatric population. The…

  8. Investigation of a Multi-Component Intervention Addressing Mathematical Reasoning and Self-Regulation of Behavior for Students with Emotional/Behavioral Disabilities

    ERIC Educational Resources Information Center

    Fisher, Marie B.

    2013-01-01

    For students with Emotional/Behavioral Disabilities (EBD), negative student outcomes are the poorest across disability categories, including high rates of school dropouts, unemployment and incarcerations. Mathematically, students with EBD receiving instruction in special education settings experience practices not consistent with recommendations…

  9. State and Local Interagency Collaboration--Creating Services for Challenging Students.

    ERIC Educational Resources Information Center

    Swan, William W.; And Others

    This collection of papers describes the interagency collaboration of Georgia agencies that serve students with emotional and behavior disorders (EBD). The first paper, "Overview and State Perspective" (P. Paulette Bragg and Phillip H. Pickens), describes the problems facing Georgia by placing students with EBD in state hospitals, private…

  10. Improving the Mathematics Instruction for Students with Emotional and Behavioral Disorders: Two Evidenced-Based Instructional Approaches

    ERIC Educational Resources Information Center

    Riccomini, Paul J.; Witzel, Bradley; Robbins, Kathy

    2008-01-01

    Teaching mathematics to students with emotional and behavioral disorders (EBD) is one of the most challenging tasks educators face today. Students with EBD are reported to have the most dismal outcomes of any other group of students with disabilities including the lowest grades, the most failing grades, higher retention rates, the highest dropout…

  11. Critical Educational Program Components for Students with Emotional and Behavioral Disorders: Science, Policy, and Practice

    ERIC Educational Resources Information Center

    Simpson, Richard L.; Peterson, Reece L.; Smith, Carl R.

    2011-01-01

    In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD.…

  12. Behavioral Disorders in the School: Participant Roles and Sub-Roles in Three Types of School Violence

    ERIC Educational Resources Information Center

    Gumpel, Thomas P.

    2008-01-01

    This study presents an attempt to widen the study of emotional and behavioral disorders (EBD) to include children not formally identified by the school as having EBD through examining the case of extreme school aggressors and their victims. The research describes the validation of the School Violence Inventory (SVI) and its use to map participant…

  13. An Investigation of the Academic Processing Speed of Students with Emotional and Behavioral Disorders Served in Public School Settings

    ERIC Educational Resources Information Center

    Benner, Gregory J.; Allor, Jill H.; Mooney, Paul

    2008-01-01

    Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…

  14. Toward Improved Accuracy: A Response to Kauffman and Badar

    ERIC Educational Resources Information Center

    Kamphaus, Randy; DiStefano, Christine

    2013-01-01

    The number of children estimated to suffer mental health disorders, and therefore, creating the need for special education services for children with emotional and behavioral disorders (EBD), is between 5% and 25% of children under the age of 18 (Brauner & Stephens, 2006). Admittedly, not all children with EBD have been identified and served,…

  15. Strategies and Procedures for Designing Proactive Interventions with a Culturally Diverse Population of Students with Emotional or Behavioral Disorders and Their Families/Caregivers. Fourth CCBD Mini-Library Series: Addressing the Diverse Needs of Children and Youth with Emotional/Behavioral Disorders--Programs That Work.

    ERIC Educational Resources Information Center

    Campbell-Whatley, Gloria D.; Gardner, Ralph, III

    This monograph examines the special problems of students with emotional/behavioral disorders (E/BD) who are from culturally diverse backgrounds and offers strategies for designing appropriate interventions. In the introductory chapter, the student demographics in the E/BD category of special education are reviewed and efforts of one state,…

  16. Comorbid Diagnosis and Concomitant Medical Treatment for Children with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Hall, Kristina M.; Bowman, Krista A.; Ley, Katie; Frankenberger, William

    2006-01-01

    The purpose of the current study was to determine the types of psychiatric disorders and the corresponding medications prescribed to children enrolled in elementary Emotional Behavioral Disability (EBD) programs. The project employed a questionnaire that was distributed to elementary level teachers (EBD) to: (a) determine the proportion of …

  17. Effects of Cognitive-Behavioral Intervention on the School Performance of Students with Emotional or Behavioral Disorders and Anxiety

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Mathur, Sarup R.

    2009-01-01

    Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using…

  18. The Central Role of Teaching Social Skills

    ERIC Educational Resources Information Center

    Johns, Beverley H.; Crowley, E. Paula; Guetzloe, Eleanor

    2005-01-01

    According to Shores and Jack (1996), children and youth are identified as having behavioral disorders based on their excesses and their deficits of social behavior. They respond to available social stimuli in unpredictable ways. The teaching of social skills should be an integral part of any program for E/BD students. E/BD teachers work on…

  19. Including Emotional and Behavioural Difficulties Pupils in a Mainstream Comprehensive: A Study of the Behaviour of Pupils and Classes

    ERIC Educational Resources Information Center

    Swinson, Jeremy; Woof, Catherine; Melling, Richard

    2003-01-01

    A group of twelve pupils from an emotional and behavioural difficulties (EBD) school were transferred to a mainstream comprehensive school. They were supported by a specialist teacher and two Educational Support Assistants. The behaviour of the pupils was monitored. The behaviour of the EBD pupils was found to be very similar to that of the other…

  20. Caveat Emptor: Considerations before Buying In to the "New" Medical Model.

    ERIC Educational Resources Information Center

    Gresham, Frank M.

    2002-01-01

    In response to Forness and Kavale's (2001) argument that the field of emotional and behavioral disorders (E/BD) should adopt a "new" medical model, this commentary argues that the benefit of psychiatric diagnoses and pharmacologic treatments have not been established. It advocates a resistance-to-intervention approach to E/BD eligibility…

  1. Difficulties Associated with the Coding and Categorization of Students with Emotional and Behavioural Disabilities in Alberta

    ERIC Educational Resources Information Center

    Wishart, Diane; Jahnukainen, Markku

    2010-01-01

    In Canada, there is a recent trend toward non-categorization of services of students with emotional and behavioural disabilities (EBD). Yet in Alberta, the coding of students with EBD provides opportunities to diagnose students' learning difficulties but is hindered in this process, in large part, by being tied into special needs funding. Current…

  2. Problems Related to Underservice of Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Kauffman, James M.; Mock, Devery R.; Simpson, Richard L.

    2007-01-01

    Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses…

  3. Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Cancio, Edward J.; Albrecht, Susan Fread; Johns, Beverley H.

    2013-01-01

    Special education faces serious shortages of teachers, and the area of special education teaching with the greatest shortage is in the field emotional and behavioral disorders (EBD). This study was conducted to identify the perceptions of current teachers of students with EBD on the definition of and the extent and importance of administrative…

  4. The Lived Experiences of Teachers of Students with Emotional Behavior Disorder

    ERIC Educational Resources Information Center

    Bell, Sheneka L.

    2012-01-01

    The purpose of this phenomenological study was to gain an understanding of teacher attrition among the emotional and behavior disorder (EBD) student population within a self-contained environment through the lived experiences of former EBD teachers. Attrition among special education teachers has been a perennial issue. Special education teacher…

  5. Lessons Learned from Implementing Self-Regulated Strategy Development with Students with Emotional and Behavioral Disorders in Alternative Educational Settings

    ERIC Educational Resources Information Center

    Ennis, Robin Parks; Harris, Karen R.; Lane, Kathleen Lynne; Mason, Linda H.

    2014-01-01

    Self-regulated strategy development (SRSD) is an evidence-based intervention for use with students with emotional and behavioral disorders (EBD). To date, there are nine studies investigating SRSD in alternative education settings, including self-contained day and residential schools, with 113 students with EBD in grades 3 through 12. A brief…

  6. Effects of the WhyTry Social Skills Program on Students with Emotional and/or Behavioral Problems in an Alternative School

    ERIC Educational Resources Information Center

    Wilhite, Shannon; Bullock, Lyndal M.

    2012-01-01

    Social skills training (SST) is an evidence-based intervention to help increase social competence for students with emotional and behavioral disorders (EBD), but there is limited research that addresses SST for students identified as experiencing EBD at alternative campuses. A mixed methods design was utilized to examine SST at an alternative…

  7. Examining the Effectiveness of Numbered Heads Together for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hunter, William; Haydon, Todd

    2013-01-01

    Challenging behaviors displayed in both general education classrooms and self-contained classrooms by students with emotional behavioral disorders (EBD) can be a difficult challenge for novice and experienced teachers (Kennedy & Jolivette, 2008; Turnbull, Turnbull, & Wehmeyer, 2010). Furthermore, students with EBD demonstrate broad…

  8. Special Education Implications of Point and Cumulative Prevalence for Children with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Forness, Steven R.; Freeman, Stephanny F. N.; Paparella, Tanya; Kauffman, James M.; Walker, Hill M.

    2012-01-01

    Prevalence of children with emotional or behavioral disorders (EBD) is a critical component in the discussion of underidentification of children served in special education. This discussion has previously focused almost exclusively on point prevalence or the number of children with EBD presumably needing services at any single point in time.…

  9. Themes and Dimensions of Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Mustian, April L.; Cuenca-Sanchez, Yojanna

    2012-01-01

    Students with emotional and behavioral disorders (EBD) are one of the most underserved populations in today's schools (Kauffman, Mock, & Simpson, 2011). Many of these students also have additional disabilities in conjunction with an EBD identification, such as Learning Disabilities (LD), Attention Deficit Disorder (ADD), Attention Deficit…

  10. Teacher Implementation of Trial-Based Functional Analysis and Function-Based Interventions for Students with Challenging Behavior

    ERIC Educational Resources Information Center

    Flynn, Susan Dagenhart

    2012-01-01

    Children and youth with autism spectrum disorders (ASD) or emotional and behavioral disabilities (E/BD) often exhibit challenging behavior including aggression, self-injury, non-compliance, or property destruction (Kamps, Kravits, Rauch, Kamps, & Chung, 2000; National Autism Center, 2009). As a result, students with ASD or E/BD often miss out…

  11. Special Needs Characteristics of Children with Emotional and Behavioral Disorders that Affect Inclusion in Regular Education

    ERIC Educational Resources Information Center

    Stoutjesdijk, Regina; Scholte, Evert M.; Swaab, Hanna

    2012-01-01

    The aim of this study is to determine the discriminating special needs characteristics of children with emotional and behavioral disorders (EBD) that predict restrictiveness of placement in special education. The focus is on dynamic factors instead of static factors. To this end, 235 children with EBD in special schools and 111 children with EBD…

  12. Factors Associated with Participation of Children with Mental Health Problems in Structured Youth Development Programs

    ERIC Educational Resources Information Center

    Keller, Thomas E.; Bost, Noel S.; Lock, Eric D.; Marcenko, Maureen O.

    2005-01-01

    Comprehensive community care principles emphasize the importance of positive community-based activities for children with emotional and behavioral disorders (EBD), and caregivers frequently indicate the need for recreation and after-school programs. This study examined the involvement of children with EBD in positive youth development programs and…

  13. Teacher Perceptions of Emotional Behavior Disorder Students in a Rural High School Transition Program

    ERIC Educational Resources Information Center

    Watson, Brian Craig

    2013-01-01

    Little research has examined the perceptions of special education teachers who teach students with Emotional Behavior Disorders (EBD). This study aimed to provide insight into how educators are preparing EBD students for post-high school living. The conceptual framework for the study was based on Braun's theory, which examines teachers'…

  14. Understanding Students' Interactions: Why Varied Social Tasks Matter

    ERIC Educational Resources Information Center

    Rinaldi, Christina M.; Kates, Allison D.; Welton, Christine

    2008-01-01

    Many social interactions between school-age children contain both competitive and cooperative elements. In order to gain a better understanding of how students at risk for emotional and behavioural difficulties (EBD) negotiate social exchanges in cooperative and competitive-related tasks in comparison with non-EBD students: (a) prosocial; (b)…

  15. Electrical characterization of defects introduced in n-Ge during electron beam deposition or exposure

    SciTech Connect

    Coelho, S. M. M.; Auret, F. D.; Janse van Rensburg, P. J.; Nel, J. M.

    2013-11-07

    Schottky barrier diodes prepared by electron beam deposition (EBD) on Sb-doped n-type Ge were characterized using deep level transient spectroscopy (DLTS). Pt EBD diodes manufactured with forming gas in the chamber had two defects, E{sub 0.28} and E{sub 0.31}, which were not previously observed after EBD. By shielding the samples mechanically during EBD, superior diodes were produced with no measureable deep levels, establishing that energetic ions created in the electron beam path were responsible for the majority of defects observed in the unshielded sample. Ge samples that were first exposed to the conditions of EBD, without metal deposition (called electron beam exposure herein), introduced a number of new defects not seen after EBD with only the E-center being common to both processes. Substantial differences were noted when these DLTS spectra were compared to those obtained using diodes irradiated by MeV electrons or alpha particles indicating that very different defect creation mechanisms are at play when too little energy is available to form Frenkel pairs. These observations suggest that when EBD ions and energetic particles collide with the sample surface, inducing intrinsic non-localised lattice excitations, they modify defects deeper in the semiconductor thus rendering them observable.

  16. Analysis of Zebrafish Larvae Skeletal Muscle Integrity with Evans Blue Dye

    PubMed Central

    Davidson, Ann E.; Dowling, James

    2015-01-01

    The zebrafish model is an emerging system for the study of neuromuscular disorders. In the study of neuromuscular diseases, the integrity of the muscle membrane is a critical disease determinant. To date, numerous neuromuscular conditions display degenerating muscle fibers with abnormal membrane integrity; this is most commonly observed in muscular dystrophies. Evans Blue Dye (EBD) is a vital, cell permeable dye that is rapidly taken into degenerating, damaged, or apoptotic cells; in contrast, it is not taken up by cells with an intact membrane. EBD injection is commonly employed to ascertain muscle integrity in mouse models of neuromuscular diseases. However, such EBD experiments require muscle dissection and/or sectioning prior to analysis. In contrast, EBD uptake in zebrafish is visualized in live, intact preparations. Here, we demonstrate a simple and straightforward methodology for performing EBD injections and analysis in live zebrafish. In addition, we demonstrate a co-injection strategy to increase efficacy of EBD analysis. Overall, this video article provides an outline to perform EBD injection and characterization in zebrafish models of neuromuscular disease. PMID:26649573

  17. Dental practice network of U.S. dental schools.

    PubMed

    Fisher, Monica A; Beeson, Dennis C; Hans, Mark G

    2009-12-01

    As dental schools incorporate training in evidence-based dentistry (EBD) into their curricula, students must learn how to critically evaluate systematic reviews and meta-analyses. It is important that dental education in the United States support the American Dental Association's position statement on EBD, which defines "best evidence" as data obtained from all study designs. Given that much evidence is missing when EBD is derived from Cochrane Systematic Reviews' randomized clinical trials, we propose the creation of a dental practice network of U.S. dental schools. We developed an electronic clinical dentistry research database for EBD using Epi-Info (available at www.cdc.gov/epiinfo/downloads.htm). As a free, public use software, Epi-Info provides the foundation for the development of clinical research databases that can increase the research capacity through multisite studies designed to generate outcomes data on the effectiveness of dental treatment. The creation of a dental practice network of dental schools with their large number of patients would expand the research capacity for EBD practice and advance the EBD science regarding the effectiveness of dental treatment. The next step is to link clinical dental researchers/educators at multiple dental schools through a collaborative clinical research network, so that the findings can be applied to the EBD component of problem-based learning curricula of dental education. PMID:20007494

  18. Evidence Based Design and healthcare: an unconventional approach to hospital design.

    PubMed

    Alfonsi, E; Capolongo, S; Buffoli, M

    2014-01-01

    Evidence Based Design (EBD) is a scientific analysis methodology that emphasises the use of data acquired in order to influence the design process in hospitals. It measures the physical and psychological effects of the built environment on its users. EBD uses formularization of hypothesis, testing/analyzing and outcome gathering as a framework. The design practice, in general, has always been based on a combination of legal, technical/ functional/ and aesthetical knowledge. This generalization has been shifted to another level after the implementation of EBD. In the last 30 years many case studies were collected which demonstrate the built environment's impact on users. EBD methodology can be applied to any type of building, but it is particularly used to analyze the efficiency of healthcare facilities. The Goal of this paper is to demonstrate various applications of EBD principles in healthcare buildings through case studies concerning: - reduction of infections - reduction of stress on medical staff - improved patient healing In addition to the analysis of case studies, we will also focus on official EBD researches developed by healthcare designers and professionals as "alternative solutions". These alternative "ad hoc" solutions are developed in order to answer EBD research results. The solutions that are developed from the results can answer the real needs of each hospital and improve best technological practice to reduce infection, stress and improve patient comfort. Abroad the EBD research results are studied and used by many contemporary hospital architects to develop new solutions to meet the specific requirements of any hospital project they are currently designing. This procedure demonstrates that for each outcome and key finding, there is always at least one alternative solution and, therefore, the achievement of a new hypothesis, case studies to test/measure and outcome to gather occurs. This repetitive attitude leads to a "virtuous circle" where the

  19. The deviation of light path in Einstein-Brans-Dicke theory

    NASA Astrophysics Data System (ADS)

    Huang, Z. G.; Lu, H. Q.; Pan, P. P.

    2005-02-01

    Both Jordan-Brans-Dicke (shortened JBD) theory and Brans-Dicke theory in the Einstein’s frame (shortened EBD) are treated as Brans-Dicke theory. However, we learn that only Pauli metric represents the massless spin-two graviton and thus, should be identified as physical. If one just considers the weak field approximation and Newtonian limit, EBD theory gives the same results with Einstein’s general relativity. So, it is necessary to consider strong field effects and cosmological model. The purpose of this paper is to find the exact spherically symmetric metric in the strong field situation, and deduce the deviation of light path in EBD theory.

  20. Students with Emotional and Behavioral Disorders: An Australian Perspective

    ERIC Educational Resources Information Center

    Conway, Robert

    2006-01-01

    This article provides an Australian perspective on students with emotional and behavioral disorders (E/BD). Consideration is given to the cultural issues, structure of special services, identification procedures, delivery system, and types of services provided.

  1. Abgrenzung Lebensmittel - Arzneimittel

    NASA Astrophysics Data System (ADS)

    Streit, Helmut

    Angereicherte Lebensmittel (ALM), Arzneimittel (AM), Diätetische Lebensmittel (DLM), Ergänzende bilanzierte Diäten (EbD), Funktionelle Lebensmittel (FF), Lebensmittel (LM), Medizinprodukte (MP), Nahrungsergänzungsmittel (NEM), Neuartige Lebensmittel (NF).

  2. Human primordial germ cell-derived progenitors give rise to neurons and glia in vivo

    SciTech Connect

    Teng, Yincheng; Chen, Bin; Tao, Minfang

    2009-12-18

    We derived a cell population from cultured human primordial germ cells from early human embryos. The derivates, termed embryoid body-derived (EBD) cells, displayed an extensive capacity for proliferation and expressed a panel of markers in all three germ layers. Interestingly, EBD cells were also positive for markers of neural stem/progenitor cells, such as nestin and glial fibrillary acidic protein. When these cells were transplanted into the brain cavities of fetal sheep and postnatal NOD-SCID mice or nerve-degenerated tibialis anterior muscles, they readily gave rise to neurons or glial cells. To our knowledge, our data are the first to demonstrate that EBD cells can undergo further neurogenesis under suitable environments in vivo. Hence, with the abilities of extensive expansion, self-renewal, and differentiation, EBD cells may provide a useful donor source for neural stem/progenitor cells to be used in cell-replacement therapies for diseases of the nervous system.

  3. Full-Length Structures of BenM and Two Variants Reveal Different Oligomerization Schemes for LysR-Type Transcriptional Regulators

    SciTech Connect

    Ruangprasert, Ajchareeya; Craven, Sarah H.; Neidle, Ellen L.; Momany, Cory

    2010-11-30

    BenM, a LysR-type transcriptional regulator (LTTR) from the bacterium Acinetobacter baylyi, responds synergistically to benzoate and cis,cis-muconate. With these effectors, BenM activates gene expression during benzoate consumption. Without effectors, BenM represses transcription. Here, X-ray crystallography was used to determine the full-length structures of BenM and two variants that activate transcription without benzoate or cis,cis-muconate: BenM(R156H) and BenM(E226K). Previous studies indicate that these regulators function as tetramers. Here, interconnections between subunits in the crystals prevented the formation of a closed oligomer and highlighted the inherent flexibility of this multidomain regulator. Nevertheless, analysis of subunit interfaces suggested the functional significance of key interactions. The structures of BenM and its variants were nearly identical, implying that transcriptional differences rely on factors beyond major conformational changes defined solely by sequence. Comparisons of BenM with other LTTRs, including unpublished structures in the Protein Data Bank, revealed extensive variation in the relative orientations of DNA-binding domains (DBDs) and effector-binding domains (EBDs). To form dimers, different LTTRs used similar interfaces between two EBDs, each containing two subdomains: EBD-I and EBD-II. Surprisingly, the dimers used three substantially different schemes to form higher-order oligomers. In one scheme used by BenM, oligomer assembly involved contacts between the EBD-II regions and the DBD regions of adjacent subunits. In another scheme, there were no contacts between the EBDs; only the DBDs were involved in tetramer formation. In the third scheme, the oligomer interface involved DBD and EBD-I/EBD-II contacts. These diverse schemes demonstrate novel variation in the oligomeric structures of individual LTTRs within this large and important family.

  4. A Comparison of Preoperative Biliary Drainage Methods for Perihilar Cholangiocarcinoma: Endoscopic versus Percutaneous Transhepatic Biliary Drainage

    PubMed Central

    Kim, Kwang Min; Park, Ji Won; Lee, Jong Kyun; Lee, Kwang Hyuck; Lee, Kyu Taek; Shim, Sang Goon

    2015-01-01

    Background/Aims Controversy remains over the optimal approach to preoperative biliary drainage in patients with resectable perihilar cholangiocarcinoma. We compared the clinical outcomes of endoscopic biliary drainage (EBD) with those of percutaneous transhepatic biliary drainage (PTBD) in patients undergoing preoperative biliary drainage for perihilar cholangiocarcinoma. Methods A total of 106 consecutive patients who underwent biliary drainage before surgical treatment were divided into two groups: the PTBD group (n=62) and the EBD group (n=44). Results Successful drainage on the first attempt was achieved in 36 of 62 patients (58.1%) with PTBD, and in 25 of 44 patients (56.8%) with EBD. There were no significant differences in predrainage patient demographics and decompression periods between the two groups. Procedure-related complications, especially cholangitis and pancreatitis, were significantly more frequent in the EBD group than the PTBD group (PTBD vs EBD: 22.6% vs 54.5%, p<0.001). Two patients (3.8%) in the PTBD group experienced catheter tract implantation metastasis after curative resection during the follow-up period. Conclusions EBD was associated with a higher risk of procedure-related complications than PTBD. These complications were managed properly without severe morbidity; however, in the PTBD group, there were two cases of cancer dissemination along the catheter tract. PMID:26087784

  5. Assessment of knowledge, attitude, and practice with regard to evidence-based dentistry among dental students in Isfahan University of Medical Sciences

    PubMed Central

    Eslamipour, Faezeh; Ghaiour, Marzieh

    2016-01-01

    Aim: Evidence-based dentistry (EBD) is an approach to oral health that requires the application and examination of relevant scientific data related to the patient's oral health and his priorities. The aim of this study was to assess knowledge, attitude, and practice of dental students of Isfahan about EBD. Materials and Methods: In this descriptive study, 168 dental students in 3 final years of their education who engaged in clinical practice by consensus sampling were recruited. For data collection, a validated questionnaire was used. The questionnaire was consisted of demographic questions and some questions about four issues: Knowledge of self-assess (KSA), evidence-based practice, actual knowledge and attitude about EBD. Data were analyzed with t-test, one-way ANOVA, Chi-square, and linear regression with SPSS 16. Results: One hundred and thirty-six students from 168 students were filled the questionnaire. The mean of KSA was 13 ± 4.3, mean of usage of useful references in EBD was 16.9 ± 7.6. One-third of students were studied their last article in last 6 months before. The mean of actual knowledge and attitude was 7.4 ± 2.3 and 24 ± 3.8, respectively. The relation between 4 main issues was significant (P < 0.05). Conclusion: By considering overall interest and positive attitude toward learning EBD in dental students, it is highly recommended that practical educational courses about EBD be planned by dental faculties. PMID:27500165

  6. Identification of Important Regions for Ethylene Binding and Signaling in the Transmembrane Domain of the ETR1 Ethylene Receptor of Arabidopsis[W][OA

    PubMed Central

    Wang, Wuyi; Esch, Jeff J.; Shiu, Shin-Han; Agula, Hasi; Binder, Brad M.; Chang, Caren; Patterson, Sara E.; Bleecker, Anthony B.

    2006-01-01

    The ethylene binding domain (EBD) of the Arabidopsis thaliana ETR1 receptor is modeled as three membrane-spanning helices. We surveyed ethylene binding activity in different kingdoms and performed a bioinformatic analysis of the EBD. Ethylene binding is confined to land plants, Chara, and a group of cyanobacteria but is largely absent in other organisms, consistent with our finding that EBD-like sequences are overrepresented among plant and cyanobacterial species. We made amino acid substitutions in 37 partially or completely conserved residues of the EBD and assayed their effects on ethylene binding and signaling. Mutations primarily in residues in Helices I and II midregions eliminated ethylene binding and conferred constitutive signaling, consistent with the inverse-agonist model of ethylene receptor signaling and indicating that these residues define the ethylene binding pocket. The largest class of mutations, clustered near the cytoplasmic ends of Helices I and III, gave normal ethylene binding activity yet still conferred constitutive signaling. Therefore, these residues may play a role in turning off the signal transmitter domain of the receptor. By contrast, only two mutations were loss of function with respect to signaling. These findings yield insight into the structure and function of the EBD and suggest a conserved role of the EBD as a negative regulator of the signal transmitter domain. PMID:17189345

  7. Repair of extrahepatic bile duct defect using a collagen patch in a Swine model.

    PubMed

    Tao, Liang; Li, Qiang; Ren, Haozhen; Chen, Bing; Hou, Xianglin; Mou, Lingjun; Zhou, Siqiao; Zhou, Jianxin; Sun, Xitai; Dai, Jianwu; Ding, Yitao

    2015-04-01

    Extrahepatic bile duct (EBD) injury can happen during surgery. To repair a defect of the EBD and prevent postoperative biliary complications, a collagen membrane was designed. The collagen material was porous, biocompatible, and degradable and could maintain its shape in bile soaking for about 4 weeks. The goal was to induce rapid bile duct tissue regeneration. Twenty Chinese experimental hybrid pigs were used in this study and divided into a patch group and a control group. A spindle-shaped defect (20 mm × 6 mm) was made in the anterior wall of the lower EBD in the swine model, and then the defect was reconstructed using a collagen patch with a drainage tube and wrapped with greater omentum. Ultrasound was performed at 2, 4, 8, and 12 weeks postoperatively. Liver function tests and white blood cell count (WBC) were measured. Hematoxylin-eosin staining, cytokeratin 7 immunohistochemical staining, and Van Gieson's staining of EBD were used. The diameter and thickness of the EBD at the graft site were measured. There was no significant difference in liver function tests or WBC in the patch group compared with the control group. No evidence of leakage or stricture was observed, but some pigs developed biliary sludge or stone at 4 and 8 weeks. The drainage tube was lost within 12 weeks. The neo-EBD could withstand normal biliary pressure 2 weeks after surgery. Histological study showed the accessory glands and epithelial cells gradually regenerated at graft sites from 4 weeks, with increasing vessel infiltration and decreasing inflammation. The collagen fibers became regular with full coverage of epithelial cells. The statistical analysis of diameter and thickness showed no stricture formation at the graft site, but the EBD wall was slightly thicker than in the normal bile duct due to collagen fiber deposition. The structure of the neo-EBD was similar to that of the normal EBD. The collagen membrane patch associated with a drainage tube and wrapped with greater

  8. External birth defects in southern Vietnam: a population-based study at the grassroots level of health care in Binh Thuan province

    PubMed Central

    2013-01-01

    Background There currently exists no data on birth defects from population-based studies in Vietnam. Our study's aim was to assess external birth defect (EBD) prevalence among live newborns in Binh Thuan Province in Vietnam with the help of health workers at all levels of the health system. Methods A 2-month training session for 452 health professionals (HP) practicing delivery care in 127 Commune Health Stations (CHS) and in 12 provincial or district hospitals (DH) was setup in 2006. After a successful 6-month pilot study, a one-year registry of EBDs was established in 2008. All live newborns were screened for EBDs within 24 hours after birth in all DH obstetric departments and in all CHSs. Trained local HPs collected information by filling out a predesigned form and by photographing the affected newborn. EBDs were coded using the International Classification of Diseases system-10, Clinical Modification. The study was repeated in 2010. Results Throughout 2010, out of a total of 13,954 newborns, 84 cases with one or more EBDs were reported, representing an overall prevalence rate of 60.2 per 10,000 live births. The most common groups of EBDs were limbs (27.2/10,000), orofacial clefts (20.1/10,000) and the central nervous system (7.9/10,000). Conclusions This first population-based study in Vietnam, which required coordination efforts at the local level, provides baseline prevalences of external birth defects. Data on EBDs from this study in southern Vietnam may be useful for setting up a regional population-based registry of birth defects in Vietnam. PMID:23631673

  9. Biochemical, molecular and behavioral phenotypes of Rab3A mutations in the mouse

    PubMed Central

    Yang, S.; Farias, M.; Kapfhamer, D.; Tobias, J.; Grant, G.; Abel, T.; Bućan, M.

    2010-01-01

    Ras-associated binding (Rab) protein 3A is a neuronal guanosine triphosphate (GTP)-binding protein that binds synaptic vesicles and regulates synaptic transmission. A mouse mutant, earlybird (Ebd), with a point mutation in the GTP-binding domain of Rab3A (D77G), exhibits anomalies in circadian behavior and homeostatic response to sleep loss. Here, we show that the D77G substitution in the Ebd allele causes reduced GTP and GDP binding, whereas GTPase activity remains intact, leading to reduced protein levels of both Rab3A and rabphilin3A. Expression profiling of the cortex and hippocampus of Ebd and Rab3a-deficient mice revealed subtle differences between wild-type and mutant mice. Although mice were backcrossed for three generations to a C57BL/6J background, the most robust changes at the transcriptional level between Rab3a−/− and Rab3a+/+ mice were represented by genes from the 129/Sv-derived chromosomal region surrounding the Rab3a gene. These results showed that differences in genetic background have a stronger effect on gene expression than the mutations in the Rab3a gene. In behavioral tests, the Ebd/Ebd mice showed a more pronounced mutant phenotype than the null mice; Ebd/Ebd have reduced anxiety-like behavior in the elevated zero-maze test, reduced response to stress in the forced swim test and a deficit in cued fear conditioning (FC), whereas Rab3a−/− showed only a deficit in cued FC. Our data implicate Rab3A in learning and memory as well as in the regulation of emotion. A combination of forward and reverse genetics has provided multiple alleles of the Rab3a gene; our studies illustrate the power and complexities of the parallel analysis of these alleles at the biochemical, molecular and behavioral levels. PMID:16734774

  10. Increasing the on-task homework behavior of youth with behavior disorders using functional behavioral assessment.

    PubMed

    Hawkins, Renee O; Axelrod, Michael I

    2008-11-01

    Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework are needed to increase students' academic success. Functional behavioral assessment (FBA) procedures may be helpful for intervention planning; however, there has been limited research on use of FBA with youth with EBD experiencing poor academic performance or task completion problems. In the current study, FBA methods were used to identify the contingencies maintaining the off-task behavior of four youth with behavior problems. Effects of interventions based on functional hypotheses were compared to the effects of interventions not linked to such hypotheses. Discussion focuses on utility of FBA procedures for developing and implementing effective interventions for youth with EBD. PMID:18490267

  11. Therapeutic Ultrasound Enhancement of Drug Delivery to Soft Tissues

    NASA Astrophysics Data System (ADS)

    Lewis, George; Wang, Peng; Lewis, George; Olbricht, William

    2009-04-01

    Effects of exposure to 1.58 MHz focused ultrasound on transport of Evans Blue Dye (EBD) in soft tissues are investigated when an external pressure gradient is applied to induce convective flow through the tissue. The magnitude of the external pressure gradient is chosen to simulate conditions in brain parenchyma during convection-enhanced drug delivery (CED) to the brain. EBD uptake and transport are measured in equine brain, avian muscle and agarose brain-mimicking phantoms. Results show that ultrasound enhances EBD uptake and transport, and the greatest enhancement occurs when the external pressure gradient is applied. The results suggest that exposure of the brain parenchyma to ultrasound could enhance penetration of material infused into the brain during CED therapy.

  12. Thinking Developmentally: The Next Evolution in Models of Health.

    PubMed

    Garner, Andrew S

    2016-09-01

    As the basic sciences that inform conceptions of human health advance, so must the models that are used to frame additional research, to teach the next generation of providers, and to inform health policy. This article briefly reviews the evolution from a biomedical model to a biopsychosocial (BPS) model and to an ecobiodevelopmental (EBD) model. Like the BPS model, the EBD model reaffirms the biological significance of psychosocial features within the patient's ecology, but it does so at the molecular and cellular levels. More importantly, the EBD model adds the dimension of time, forcing providers to "think developmentally" and to acknowledge the considerable biological and psychological consequences of previous experiences. For the health care system to move from a reactive "sick care" system to a proactive "well care" system, all providers must begin thinking developmentally by acknowledging the dynamic but cumulative dance between nature and nurture that drives development, behavior, and health, not only in childhood, but across the lifespan. PMID:27429356

  13. Evidence-based design for healthcare in post-katrina new orleans: current dilemmas.

    PubMed

    Verderber, Stephen

    2008-01-01

    New Orleans continues to struggle to rebuild from the devastation inflicted by Hurricane Katrina in 2005. More than 1,800 perished in its aftermath. Katrina stands as the costliest catastrophe in U.S. history, and the city's healthcare infrastructure is similarly striving to resuscitate itself. The incorporation of evidence-based design and research (EBD&R) in the reconstitution of the city's healthcare infrastructure offers a promising direction to improve healthcare outcomes. Recent efforts to incorporate EBD&R in New Orleans' recovery are summarized. EBD&R interventions are needed that take certain key dilemmas into consideration-embracing the adaptive reuse possibilities of historic healthcare facilities, private-public sector collaborations in acute care and in neighborhood-based outpatient care environments, and interventions to serve the city's growing population of medically underserved residents. PMID:21161902

  14. Mechanism and influencing factors on critical pulse width of oil-immersed polymer insulators under short pulses

    NASA Astrophysics Data System (ADS)

    Zhao, Liang; Su, Jian Cang; Li, Rui; Zeng, Bo; Cheng, Jie; Zheng, Lei; Yu, Bin Xiong; Wu, Xiao Long; Zhang, Xi Bo; Pan, Ya Feng

    2015-04-01

    The critical pulse width (τc) is a pulse width at which the surface flashover threshold (Ef) is equal to the bulk breakdown threshold (EBD) for liquid-polymer composite insulation systems, which is discovered by Zhao et al. [Annual Report Conference on Electrical Insulation and Dielectric Phenomena (IEEE Dielectrics and Electrical Insulation Society, Shenzhen, China, 2013), Vol. 2, pp. 854-857]. In this paper, the mechanism of τc is interpreted in perspective of the threshold and the time delay (td) of surface flashover and bulk breakdown, respectively. It is found that two changes appear as the pulse width decreases which are responsible for the existence of τc: (1) EBD is lower than Ef; (2) td of bulk breakdown is shorter than td of surface flashover. In addition, factors which have influences on τc are investigated, such as the dielectric type, the insulation length, the dielectric thickness, the dielectrics configuration, the pulse number, and the liquid purity. These influences of factors are generalized as three types if τc is expected to increase: (1) factors causing EBD to decrease, such as increasing the pulse number or employing a dielectric of lower EBD; (2) factors causing Ef to increase, such as complicating the insulator's configuration or increasing the liquid purity; (3) factors causing EBD and Ef to increase together, but Ef increases faster than EBD, such as decreasing the dielectric thickness or the insulation length. With the data in references, all the three cases are verified experimentally. In the end, a general method based on τc for solid insulation design is presented and the significance of τc on solid insulation design and on solid demolition are discussed.

  15. Fabrication of electron beam deposited tip for atomic-scale atomic force microscopy in liquid.

    PubMed

    Miyazawa, K; Izumi, H; Watanabe-Nakayama, T; Asakawa, H; Fukuma, T

    2015-03-13

    Recently, possibilities of improving operation speed and force sensitivity in atomic-scale atomic force microscopy (AFM) in liquid using a small cantilever with an electron beam deposited (EBD) tip have been intensively explored. However, the structure and properties of an EBD tip suitable for such an application have not been well-understood and hence its fabrication process has not been established. In this study, we perform atomic-scale AFM measurements with a small cantilever and clarify two major problems: contaminations from a cantilever and tip surface, and insufficient mechanical strength of an EBD tip having a high aspect ratio. To solve these problems, here we propose a fabrication process of an EBD tip, where we attach a 2 μm silica bead at the cantilever end and fabricate a 500-700 nm EBD tip on the bead. The bead height ensures sufficient cantilever-sample distance and enables to suppress long-range interaction between them even with a short EBD tip having high mechanical strength. After the tip fabrication, we coat the whole cantilever and tip surface with Si (30 nm) to prevent the generation of contamination. We perform atomic-scale AFM imaging and hydration force measurements at a mica-water interface using the fabricated tip and demonstrate its applicability to such an atomic-scale application. With a repeated use of the proposed process, we can reuse a small cantilever for atomic-scale measurements for several times. Therefore, the proposed method solves the two major problems and enables the practical use of a small cantilever in atomic-scale studies on various solid-liquid interfacial phenomena. PMID:25697199

  16. The role of stents in the treatment of Crohn’s disease strictures

    PubMed Central

    Loras Alastruey, Carme; Andújar Murcia, Xavier; Esteve Comas, Maria

    2016-01-01

    Background and aims: Stenosis is one of the most frequent local complications in Crohn’s disease (CD). Surgery is not the ideal treatment because of the high rate of postoperative recurrence. Endoscopic balloon dilation (EBD) currently is the current treatment of choice for short strictures amenable to the procedure. However, it is not applicable or effective in all the cases, and it is not without related complications. Our goal was to summarize the published information regarding the use and the role of the stents in the treatment of CD stricture. A Medline search was performed on the terms “stricture,” “stenosis,” “stent” and “Crohn’s disease.” Results: a total of 19 publications met our search criteria for an overall number of 65 patients. Placing a self-expanding metal stent (SEMS) may be a safe and effective alternative to EBD and/or surgical intervention in the treatment of short stenosis in patients with CD. Indications are the same as those for EBD. In addition, SEMS may be useful in stenosis refractory to EBD and may be suitable in the treatment of longer or more complex strictures that cannot be treated by EBD. With the current information, it seems that the best treatment option is the placement of a fully covered stent for a mean time of 4 weeks. Regarding the use of biodegradable stents, the information is limited and showing poor results. Conclusions: the use of stents in the treatment of strictures in CD should be taken into account either as a first endoscopic therapy or in case of EBD failure. PMID:27014743

  17. Sparkling extreme-ultraviolet bright dots observed with Hi-C

    SciTech Connect

    Régnier, S.; Alexander, C. E.; Walsh, R. W.; Winebarger, A. R.; Cirtain, J.; Golub, L.; Korreck, K. E.; Weber, M.; Mitchell, N.; Platt, S.; De Pontieu, B.; Title, A.; Kobayashi, K.; Kuzin, S.; DeForest, C. E.

    2014-04-01

    Observing the Sun at high time and spatial scales is a step toward understanding the finest and fundamental scales of heating events in the solar corona. The high-resolution coronal (Hi-C) instrument has provided the highest spatial and temporal resolution images of the solar corona in the EUV wavelength range to date. Hi-C observed an active region on 2012 July 11 that exhibits several interesting features in the EUV line at 193 Å. One of them is the existence of short, small brightenings 'sparkling' at the edge of the active region; we call these EUV bright dots (EBDs). Individual EBDs have a characteristic duration of 25 s with a characteristic length of 680 km. These brightenings are not fully resolved by the SDO/AIA instrument at the same wavelength; however, they can be identified with respect to the Hi-C location of the EBDs. In addition, EBDs are seen in other chromospheric/coronal channels of SDO/AIA, which suggests a temperature between 0.5 and 1.5 MK. Based on their frequency in the Hi-C time series, we define four different categories of EBDs: single peak, double peak, long duration, and bursty. Based on a potential field extrapolation from an SDO/HMI magnetogram, the EBDs appear at the footpoints of large-scale, trans-equatorial coronal loops. The Hi-C observations provide the first evidence of small-scale EUV heating events at the base of these coronal loops, which have a free magnetic energy of the order of 10{sup 26} erg.

  18. Steroid Administration is Effective to Prevent Strictures After Endoscopic Esophageal Submucosal Dissection

    PubMed Central

    Wang, Wenjin; Ma, Zhiyuan

    2015-01-01

    Abstract Esophageal stricture is a severe adverse event after circumferential endoscopic submucosal dissection (ESD). Steroid administration is a new method to prevent stricture formation. We performed a meta-analysis to investigate the efficacy and safety of steroid administration to prevent esophageal stricture after circumferential ESD. PubMed, the Cochrane Library, EMBASE, Chinese Biomedical Database, and Clinicaltrials.gov were searched. Studies on steroid administration + endoscopic balloon dilation (EBD) versus EBD alone for esophageal stricture were included and pooled analyzed in random-effects models. Besides, subgroup analysis and network analysis were performed to define the influence of ESD type and steroid administration method. Twelve studies involving 513 patients were included. Meta-analysis showed that steroid administration significantly achieved a lower stricture rate (risk ratio [RR], 0.40; 95% CI, 0.20–0.81) and less required EBD sessions (mean difference [MD], −4.33; 95% CI, −6.10 to −2.57) than control. Subgroup analysis indicated that steroid was effective after both semi- and complete circumferential ESD. Network meta-analysis showed that compared with oral steroid, local injected steroid had a similar effect to prevent stricture (RR, 1.16; 95% CI, 0.48–2.85), whereas a better effect to reduce required EBD sessions (MD, 7.77; 95%CI, 0.26–15.3). Additional steroid administration is effective to reduce the stricture rate and required EBD sessions. And local injected steroid was superior to oral steroid in EBD reduction, whereas due to the varied method and dose of steroid administration, the finding needs to be clarified in the future. PMID:26426665

  19. EGFR, COX2, p-AKT expression and PIK3CA mutation in distal extrahepatic bile duct carcinoma.

    PubMed

    Moon, Ahrim; Chin, Susie; Kim, Hee Kyung; Kwak, Jeong Ja; Koh, Eun Suk; Kim, Youn Wha; Jang, Kee-Taek

    2016-01-01

    Distal extrahepatic bile duct (EBD) carcinoma is a rare but highly aggressive malignant neoplasm. Some in vitro studies have shown that EGFR and PI3K-Akt pathway play an important role in the carcinogenesis of bile duct carcinoma. The aim of the present study is to investigate the expression of EGFR, p-AKT, and COX-2 and the mutation of PIK3CA in distal EBD carcinoma and evaluate the association with clinicopathological factors. Ninety cases of distal extrahepatic bile duct (EBD) carcinoma specimens were studied. Immunohistochemistry (IHC) using antibodies against EGFR, p-AKT, and COX-2 was performed on TMA blocks. The PIK3CA mutation was evaluated using the PNAClamp Detection Kit from DNA samples extracted from formalin fixed, paraffin embedded tissue. EGFR expression of distal EBD carcinomas was 61.9%, 26.2%, 6.0% and 6.0% in the negative, weakly positive, moderately positive, and strongly positive groups, respectively. Positive EGFR expression showed significant relationships with high T stage (p = 0.024). In Kaplan-Meier analysis, EGFR expression was associated with shorter cancer-specific overall survival (p = 0.005). Multivariate analysis also showed that moderate or strong (2+ or 3+) EGFR expression was a significant prognostic factor in distal EBD carcinoma: HR 5.286; p = 0.001. Ninety cases of EBD carcinoma tissue were analysed for hotspot mutations (exon 9 and 20) in the PIK3CA gene. Only one mutation was detected: a missense mutation of H1047 at exon 20. The expression levels of p-AKT and COX-2 showed no association with any clinicopathological parameters, including survival rate. Moderate and strong EGFR expressions demonstrate a direct link to poor prognosis. Although further study is warranted to understand the clinicopathological significance, our finding suggests EGFR is a useful prognostic marker of patients with distal EBD carcinoma. A low prevalence of PIK3CA mutation exists in the distal EBD carcinoma of Korean patients, indicating that

  20. Differences in Drinking Expectancies and Motives for Regular Education and Special Education High School Students with Emotional/Behavioral Disorders

    ERIC Educational Resources Information Center

    Laurent, Jeff; Harbke, Colin R.; Blake, Dawn; Catanzaro, Salvatore J.

    2012-01-01

    Alcohol expectancies and drinking motives were compared for regular education students (n = 159) and students with emotional/behavioral disorders (EBD) receiving special education services (n = 51). Differences existed between groups with respect to expected negative social consequences and emotional and physical outcomes associated with drinking.…

  1. The Twice Exceptional Student.

    ERIC Educational Resources Information Center

    Morrison, William F.; Omdal, Stuart N.

    2000-01-01

    Research and programs in gifted education and programs for students who exhibit emotional and behavioral disabilities (EBD) do not often consider students who display violent or other negative behaviors and also exhibit gifted and talented behaviors. A qualitative analysis of responses to an interview with one such individual reveals information…

  2. Burnout Experience of Teachers Serving Students with Emotional Behavioral Disorders in Grades PreK-8 within Non-Public Special Education Day Schools

    ERIC Educational Resources Information Center

    Hill, Kendra A.

    2011-01-01

    This exploratory study examined the relationships between five predictor variables identified by the literature (age, years of special education teaching experience, level of emotional behavioral disorders (EBD) preparation, principal support, and principal feedback) and two higher order terms (age and years of special education teaching…

  3. Who Is Writing? Author Affiliation across Peer-Reviewed Journals of Emotional or Behavioral Disorders, 2000-2011

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Janney, Donna M.; Rekart, Jerome L.

    2013-01-01

    The importance of practitioner participation in identifying and maintaining use of best educational practice is well established; however, little is known about the ways in which practitioners contribute to the development and dissemination of those practices within the field of emotional or behavioral disorders (EBD). This review examines…

  4. Preparation of Teachers of Students with Emotional/Behavioral Disorders. Retrospective Series on Critical Issues in Emotional/Behavioral Disorders.

    ERIC Educational Resources Information Center

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.; Rutherford, Robert B., Jr., Ed.

    The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs include: (1) "Issues in Training Teachers for the Seriously Emotionally Disturbed" (Frank H. Wood), which discusses preparing regular and special…

  5. Perspectives of Pre-Service Teachers on Students with Emotional Disabilities

    ERIC Educational Resources Information Center

    Beam, Andrea P.; Yocum, Russell G.; Pinkie, Elyse C.

    2016-01-01

    Perceptions of working with students of emotional disabilities or who are considered Emotionally/Behaviorally Disturbed (E/BD) is varied across the spectrum. However, one constant that does hold true is that all pre-service teachers have some hesitation in working with such students, especially if they lack any previous exposure to students with…

  6. Disability as Metaphor: Examining the Conceptual Framing of Emotional Behavioral Disorder in American Public Education

    ERIC Educational Resources Information Center

    Danforth, Scot

    2007-01-01

    A growing, interdisciplinary field of cognitive linguistics has developed in recent decades, bringing together research from many fields to explore the ways that metaphors provide structure and semantic content to thought and language. In this article, the American public school disability emotional/behavioral disorder (E/BD) is examined in regard…

  7. Teacher-Mediated Instructional Strategies for Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Hirn, Regina Gilkey; Park, Kristy L.

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) may exhibit both learning and behavioral needs that affect the teacher's ability to provide effective instruction. Extending beyond simple academic content knowledge, effective teacher-based interventions include preventive and predictive actions that manage the disruptive behaviors often…

  8. Canadian School Programs for Students with Emotional/Behavioral Disorders: An Updated Look

    ERIC Educational Resources Information Center

    Dworet, Don; Maich, Kimberly

    2007-01-01

    Canada is a country composed of 10 provinces and three territories with very limited federal control over the public K-12 education system. This lack of consistent direction has led to a range of diverse educational policies for educating students with emotional/behavioral disorders (E/BD). This article investigates the current state of policies…

  9. The Effects of Using Direct Instruction and the Equal Additions Algorithm to Promote Subtraction with Regrouping Skills of Students with Emotional and Behavioral Disorders with Mathematics Difficulties

    ERIC Educational Resources Information Center

    Fain, Angela Christine

    2013-01-01

    Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

  10. Promising Practices for Effective Transition for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Katsiyannis, Antonis; Zhang, Dalun; Mackiewicz, Sara Moore

    2012-01-01

    Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future…

  11. Perceived Social Support and Domain-Specific Adjustment of Children with Emotional and Behavioural Difficulties

    ERIC Educational Resources Information Center

    Popliger, Mina; Toste, Jessica R.; Heath, Nancy L.

    2009-01-01

    The perceived availability of social support has been documented as a protective mechanism among adults and adolescents. However, little research has explored the role of social support among children with emotional and behavioural difficulties (E/BD). The current study sought to investigate the effects of perceived social support from family,…

  12. Writing Performance of Students with Emotional and/or Behavioral Disabilities

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Wilson, Joshua; MacSuga-Gage, Ashley S.

    2014-01-01

    Students with emotional and/or behavioral disabilities (E/BD), including students with emotional disturbance and attention deficit hyperactivity disorder, receiving special education services perform significantly worse on academic performance measures than same age peers. Researchers have focused on reading and math performance while less is…

  13. Challenges of Serving Students with Emotional and Behavioral Disorders: Legal and Policy Considerations

    ERIC Educational Resources Information Center

    Smith, Carl R.; Katsiyannis, Antonis; Ryan, Joseph B.

    2011-01-01

    Significant issues still confront the field of emotional or behavioral disorders (E/BD) in providing a free, appropriate, public educational (FAPE) program for these students. This paper reviews recent case law for several critical areas of concern to the field today, including: (a) response to intervention (RTI) and child find procedures, (b)…

  14. Using Comparison Peers as an Objective Measure of Social Validity: Recommendations for Researchers

    ERIC Educational Resources Information Center

    Ennis, Robin Parks; Jolivette, Kristine; Fredrick, Laura D.; Alberto, Paul A.

    2013-01-01

    In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

  15. Placement of Culturally and Linguistically Diverse Students in Programs for Students with Emotional and Behavioral Disorders: Contemporary Trends and Research Needs

    ERIC Educational Resources Information Center

    Artiles, Alfredo J.; Bal, Aydin; Trent, Stanley C.; Thorius, Kathleen King

    2012-01-01

    Little research has been conducted regarding the disproportionate representation of minority learners in programs for students with Emotional/Behavioral Disorders (E/BD). To date, the majority of the disproportionality literature examines multiple eligibility categories, most frequently the high incidence disabilities of Mild Intellectual…

  16. Functional Behavioral Assessment and Intervention with Emotional/Behaviorally Disordered Students: In Pursuit of State of the Art

    ERIC Educational Resources Information Center

    Waguespack, Angela; Vaccaro, Terrence; Continere, Lauren

    2006-01-01

    The application of functional behavioral assessment (FBA) procedures for the purposes of developing interventions for students with emotional and behavioral disorders (E/BD) has received considerable attention since the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). The purpose of this paper is to review the…

  17. Placement of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Mathur, Sarup R.; Jolivette, Kristine

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education…

  18. C-CARD: A Strategy to Improve Revising Behaviors

    ERIC Educational Resources Information Center

    Saddler, Bruce; Asaro-Saddler, Kristie; Thomas, Job

    2015-01-01

    Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner,…

  19. Engaging Students with Behavior Disorders in Mathematics Practice Using the High-"p" Strategy

    ERIC Educational Resources Information Center

    Vostal, Brooks R.

    2011-01-01

    Students with emotional and behavioral disorders (EBD) demonstrate significant academic deficits across content areas (Coutinho, 1986; Lane, Barton-Arwood, Nelson, & Wehby, 2008; Nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004; Ruhl & Berlinghoff, 1992). Mathematics, however, appears to be especially…

  20. Filling in the Gaps: Funding Services To Support Youth and Young Adults as They Transition into Adulthood.

    ERIC Educational Resources Information Center

    Stimac, Douglas J.; Davis, Cliff; Fick, Kristy; Clark, Hewitt B.; Deschenes, Nicole

    This study investigated the various funding sources used by programs which serve and support youth and young adults with emotional and/or behavioral disabilities (EBD) as they transition into adulthood. Initial data from a survey of 18 program sites in Florida that are serving this target population resulted in the identification of more than 40…

  1. The innervation of rainbow trout (Oncorhynchus mykiss) liver: protein gene product 9.5 and neuronal nitric oxide synthase immunoreactivities

    PubMed Central

    ESTEBAN, F. J.; JIMÉNEZ, A.; BARROSO, J. B.; PEDROSA, J. A.; DEL MORAL, M. L.; RODRIGO, J.; PEINADO, M. A.

    1998-01-01

    We have explored the innervation of the rainbow trout (O. mykiss) liver using immunohistochemical procedures and light microscopy to detect in situ protein gene product 9.5 and neuronal nitric oxide synthase immunoreactivities (PGP-IR and NOS-IR). The results showed PGP-IR nerve fibres running with the extralobular biliary duct (EBD), hepatic artery (EHA) and portal vein (EPV) that form the hepatic hilum, as well as following the spatial distribution of the intrahepatic blood vessel and biliary channels. These nerve fibres appear as single varicose processes, thin bundles, or thick bundles depending on their diameter and location in the wall of the blood vessel or biliary duct. No PGP-IR fibres were detected in the liver parenchyma. NOS-IR nerve fibres were located only in the vessels and ducts that form the hepatic hilum (EBD, EHA, EPV); in addition, NOS-IR nerve cell bodies were found isolated or forming ganglionated plexuses in the peribiliary fibromuscular tissue of the EBD. No PGP-IR ganglionated plexuses were detected in the EBD. The location of the general (PGP-IR) and nitrergic (nNOS-IR) intrinsic nerves of the trout liver suggest a conserved evolutionary role of the nervous control of hepatic blood flow and hepatobiliary activity. PMID:9827640

  2. Best Practices in Programs for Children with Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Bak, Nicole L.

    2013-01-01

    Students with emotional behavioral disorders (EBD) are educated in restrictive placements at higher rates than students in other disability categories due to their challenging behavior and inability to function in the general educational environment (Bullock & Gable, 2006). The increasing utilization of alternative programming to educate…

  3. Improving the Way We Think about Students with Emotional and/or Behavioral Disorders

    ERIC Educational Resources Information Center

    Regan, Kelley S.

    2009-01-01

    Teacher preparation programs provide preservice teachers with evidence-based teaching strategies, skills of behavior management, and various field experiences. The greatest learning however, is acquired the very first year of instruction in the teacher's own classroom. Teaching students with emotional and/or behavioral disorders (EBD) may prove to…

  4. From High School to Juvenile Corrections: The Downward Spiral

    ERIC Educational Resources Information Center

    Rueter, Jessica A.; Trice, John Nathan

    2011-01-01

    Students with emotional behavioral disorders (EBD) require pervasive supports that are typically addressed through behavior intervention plans. This article illustrates one student's ("Mark") journey from the general education high school campus, to an alternative discipline campus, and subsequent placement at a juvenile corrections setting. Also,…

  5. A Qualitative Study of Students with Emotional and Behavioral Disabilities under NCLB

    ERIC Educational Resources Information Center

    Goodwin, Lisa H.

    2011-01-01

    The purpose of this qualitative phenomenological study was to find out if No Child Left Behind (NCLB) has affected the academic achievement rates of students with emotional and behavioral disabilities (EBD). This qualitative phenomenological study explored perceptions of both regular education and special education teachers on the achievement rate…

  6. Twenty-Four Months after High School: Paths Taken by Youth Diagnosed with Severe Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Zigmond, Naomi

    2006-01-01

    The author located students with severe emotional and behavioral disorders (EBD) who had been assigned to separate day schools with partial hospitalization treatment facilities because their public school programs did not sufficiently meet their needs, then conducted interviews at 3, 6, 12, 18, and 24 months postsecondary school as part of a large…

  7. Engaged Time in the Classroom

    ERIC Educational Resources Information Center

    Johns E., Beverly H.; Crowley, Paula; Guetzloe, Eleanor

    2008-01-01

    Foremost in an effective curriculum for students with emotional and behavioral disorder (E/BD) is a high level of engaged time--time spent doing meaningful learning activities. Engaged time (time-on-task) is the portion of instructional time that students spend directly involved in learning activities. Walker and Severson (1992) defined the…

  8. Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

    ERIC Educational Resources Information Center

    Escarpio, Raul

    2011-01-01

    Students with emotional and/or behavioral disorders (EBD) present considerable academic challenges along with emotional and/or behavioral problems. In terms of reading, these students typically perform one-to-two years below grade level (Kauffman, 2001). Given the strong correlation between reading failure and school failure and overall success…

  9. Increasing the on-Task Homework Behavior of Youth with Behavior Disorders Using Functional Behavioral Assessment

    ERIC Educational Resources Information Center

    Hawkins, Renee O.; Axelrod, Michael I.

    2008-01-01

    Research has shown a positive correlation between time spent on homework and learning. However, students often engage in off-task behaviors to escape the demands of homework. Youth with emotional or behavioral disorders (EBD) are especially likely to engage in off-task behaviors. Effective interventions to increase on-task behavior during homework…

  10. Behaviour Recovery. Second Edition

    ERIC Educational Resources Information Center

    Rogers, Bill

    2004-01-01

    This second edition of Behaviour Recovery puts emphasis on teaching behaviour concerning children with emotional and behavioural disorders (EBD). These children have many factors in their lives that affect their behaviour over which schools have limited control. This book acknowledges the challenge and explores the practical realities, options and…

  11. Creating Opportunities for Success in College Settings for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Cooper, Justin T.; Pruitt, Beth Anne

    2005-01-01

    Increasing numbers of students with emotional and behavioral disorders (EBD) are completing high school with standard diplomas, and it is imperative that educators explore all of the available postsecondary settings in which these students may be successful. Although college settings may not be the focus of transition efforts for many students…

  12. Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments

    ERIC Educational Resources Information Center

    Scott, Terrance M.; Park, Kristy Lee; Swain-Bradway, Jessica; Landers, Eric

    2007-01-01

    Teaching in a public school is a demanding job as the multiple dynamics of a classroom can be a challenge. In addition to addressing the challenging behaviors that many students without disabilities exhibit, more and more students with emotional and behavioral disorders (EBD) are being included in the general education classroom. Effective…

  13. Endoscopic balloon dilatation of postsurgical intestinal strictures in Crohn's disease: case report and review of the literature.

    PubMed

    Ljubicić, Neven; Bisćanin, Alen; Nikić, Ines; Budimir, Ivan; Nikolić, Marko; Pavić, Tajana

    2013-09-01

    Strictures are one of the most common complications of Crohn's disease. If symptomatic and resistant to medical anti-inflammatory therapy, and especially in cases of acute obstruction, surgical correction may be unavoidable. Although surgical treatment is dramatically effective in curing Crohn's disease strictures, a high rate of postsurgical restenosis has been recognized, ultimately requiring additional surgery. To avoid the risks and costs entailed by repeated surgical resection, endoscopic balloon dilatation (EBD) has been proposed as a conservative treatment option for intestinal strictures in Crohn's disease, in which the stricture is pneumatically dilated with through-the-scope balloons of different diameters. The main clinical indication for EBD is the appearance of obstructive symptoms associated with the stricture, especially if they are postoperative and shorter than 4 centimeters. Usually more than one dilatation session is required for every stricture. EBD is applied infrequently, possibly due to the perceived risk of perforation and early stricture recurrence, but studies have demonstrated that EBD has a high success rate, a low chance of complications, excellent symptomatic response, as well as good short-term and long-term outcomes, proving that it is a relatively simple and successful technique that provides long-term effective palliation of the symptoms with minimal risk in patients with simple strictures, and offers a reasonable alternative to surgery. PMID:24558771

  14. The Effects of Function-Based Self-Management Interventions on Student Behavior

    ERIC Educational Resources Information Center

    Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.

    2014-01-01

    Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…

  15. Self-Determination Prospects of Youth with High-Incidence Disabilities: Divergent Perspectives and Related Factors

    ERIC Educational Resources Information Center

    Carter, Erik W.; Trainor, Audrey; Owens, Laura; Sweden, Beth; Sun, Ye

    2010-01-01

    Promoting student self-determination has emerged as a key component of recommended practices in the field of secondary transition. This article examined the self-determination prospects of 196 youth with emotional and behavioral disorders (EBD), learning disabilities (LD), and mild/moderate cognitive disabilities (CD) using the "AIR…

  16. Special Education Teachers' Perceptions of Students with Emotional Impairments and Their Same-Sex Behaviors: A Multiple Case Study

    ERIC Educational Resources Information Center

    Arrieta, Stefanie A.; Palladino, John M.

    2014-01-01

    Although recent trends in educational research have addressed the educational plight of LGBT [lesbian, gay, bi-sexual, transgender, and queer/questioning] students, a dearth of literature exists about the subpopulation of LGBT youth with disabilities, namely those with verified emotional-behavior disorders (EBDs). Discussions throughout what…

  17. BEST in CLASS: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings

    ERIC Educational Resources Information Center

    Vo, Abigail; Sutherland, Kevin S.; Conroy, Maureen A.

    2012-01-01

    As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

  18. Preservice Teachers' Self Efficacy and Knowledge of Emotional and Behavioural Disorders

    ERIC Educational Resources Information Center

    Shillingford, Shani; Karlin, Nancy

    2014-01-01

    This research examined preservice teachers' knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51…

  19. Best Practices to Support Student Behavior

    ERIC Educational Resources Information Center

    Regan, Kelley S.; Michaud, Kim M.

    2011-01-01

    The "No Child Left Behind Act" mandates that teachers employ evidence-based practices (EBPs) in the classroom in order to improve student performance. For students with emotional and behavioral disorders (EBD) to be successful, particularly in inclusive settings, the most salient practices would probably be those promoting classroom organization…

  20. Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Oliver, Regina M.; Reschly, Daniel J.

    2010-01-01

    Special education teachers' skills with classroom organization and behavior management affect the emergence and persistence of behavior problems as well as the success of inclusive practice for students with emotional and behavioral disorders (EBD). Adequate special education teacher preparation and strong classroom organization and behavior…

  1. Self-Determination Interventions for Students with and at Risk for Emotional and Behavioral Disorders: Mapping the Knowledge Base

    ERIC Educational Resources Information Center

    Carter, Erik W.; Lane, Kathleen Lynne; Crnobori, Mary; Bruhn, Allison L.; Oakes, Wendy P.

    2011-01-01

    Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review…

  2. Rediscovering the Art of Developmental Therapy: An Interview with Mary M. Wood

    ERIC Educational Resources Information Center

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

    2013-01-01

    Dr. Mary Margaret Wood is best known for developing psychoeducational programs that integrate mental health and special education interventions for children with emotional and behavioral disorders (EBD). Developmental Therapy (DT) includes comprehensive assessment of student behavior, communication, social, and cognitive development,…

  3. Early Identification of Middle School At-Risk Students with Learning and Behavioral Disorders

    ERIC Educational Resources Information Center

    Bowman, Lisa J.

    2004-01-01

    Culturally and linguistically diverse students with learning disorders (LD) and emotional or behavioral disorders (E/BD) have higher school dropout rates than their peers with and without disabilities. The primary purpose of this study was to determine how early potential dropouts could be identified. Research questions included the following: (a)…

  4. Prediction of Dropout among Students with Mild Disabilities: A Case for the Inclusion of Student Engagement Variables

    ERIC Educational Resources Information Center

    Reschly, Amy L.; Christenson, Sandra L.

    2006-01-01

    This study examined the engagement of students with learning disabilities and emotional disturbance and the relation of this engagement to school completion. Participants were parent-identified students with learning disabilities (LD) and emotional or behavioral disorders (EBD) and comparison groups of average-achieving peers and students without…

  5. Class-Wide Function-Related Intervention Teams: Effects of Group Contingency Programs in Urban Classrooms

    ERIC Educational Resources Information Center

    Kamps, Debra; Wills, Howard P.; Heitzman-Powell, Linda; Laylin, Jeff; Szoke, Carolyn; Petrillo, Tai; Culey, Amy

    2011-01-01

    The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

  6. The Interface between Mental Health Providers, Families, and Schools: Parent and Child Attitudes about Information-Sharing

    ERIC Educational Resources Information Center

    Kramer, Teresa L.; Vuppala, Aparna; Lamps, Christopher; Miller, Terri L.; Thrush, Carol R.

    2006-01-01

    Youth with emotional and behavioral disorders (EBD) are at an increased risk for school problems and negative consequences into adulthood, increasing the need for collaboration between families, school personnel and mental health providers. Current treatment guidelines emphasize the importance of information-sharing between providers and schools,…

  7. Validating Curriculum-Based Measurement for Students with Emotional and Behavioral Disorders in Middle School

    ERIC Educational Resources Information Center

    Fore, Cecil, III; Boon, Richard T.; Burke, Mack D.; Martin, Christopher

    2009-01-01

    The purpose of this study was to investigate the concurrent validity of curriculum-based measurement (CBM) for students with emotional and behavioral disorders (EBD) in middle school using the Maze (MAZE); Oral Reading Fluency (ORF); and the "Woodcock-Johnson, Third Edition" (WJ-III), Passage Comprehension (WJ-PC) and Reading Fluency (WJ-RF)…

  8. Teachers' Perceptions of the Concomitance of Emotional Behavioural Difficulties and Learning Disabilities in Children Referred for Learning Disabilities in Oman

    ERIC Educational Resources Information Center

    Emam, Mahmoud Mohamed; Kazem, Ali Mahdi

    2015-01-01

    Research has documented overlapping and coexisting characteristics of learning disabilities (LD) and emotional and behavioural difficulties (EBD). Such concomitance may impact teacher referrals of children at risk for LD which in turn may influence service delivery. Using the Learning Disabilities Diagnostic Inventory (LDDI) and the Strengths and…

  9. Associations between Social Potential and Emotional and Behavioural Difficulties in Egyptian Children

    ERIC Educational Resources Information Center

    Emam, Mahmoud Mohamed

    2012-01-01

    A number of Egyptian children experience psychiatric or mental health problems owing to a variety of internal and external qualities in their social context. These problems may mask strengths, particularly their social potential represented in their prosocial behaviour (PB). Research on emotional and behavioural difficulties (EBDs) should thus…

  10. Current Educational Practices in Classifying and Serving Students with Obsessive-Compulsive Disorder

    ERIC Educational Resources Information Center

    Adams, Gail B.; Smith, Thomas J.; Bolt, Sara E.; Nolten, Patrick

    2007-01-01

    Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical diagnoses, and concerns regarding the provision of…

  11. The Social, Emotional and Behavioural Difficulties of Primary School Children with Poor Attendance Records

    ERIC Educational Resources Information Center

    Carroll, H. C. M.

    2013-01-01

    Two complementary studies of poor and better attenders are presented. To measure emotional and behavioural difficulties (EBD) different teacher-completed rating scales were employed, and to determine social difficulties, the studies used sociometry and some items from the scales. One study had a longitudinal design. It revealed that, after…

  12. Students with Emotional and Behavioral Disorders in Different Learning Environments: Academic and Self-Concept Differences

    ERIC Educational Resources Information Center

    Chisolm, Terrence Ranier

    2013-01-01

    Students with emotional and behavioral disorders (EBD) perform poorly both academically and behaviorally, and this performance tends not to improve over time. There is a need to understand the effect of learning environments on the academic achievement and self-concept of this population. In this quantitative, archival study, academic achievement…

  13. Influence of Peer Buddy Program Interventions for Adolescents with Disabilities in a High School Setting: Impact on Social and Academic Achievement

    ERIC Educational Resources Information Center

    Alqahtani, Ragea Mohammed

    2013-01-01

    A mixed methods research design was chosen for this study in order to examine the effectiveness of the Peer Buddy Program across one year on the social and academic skill acquisition of high school students with learning disabilities (LD) and/or emotional/behavioral disabilities (EBD). Specifically, this research focused on identifying the…

  14. Best in Class: A Classroom-Based Model for Ameliorating Problem Behavior in Early Childhood Settings

    ERIC Educational Resources Information Center

    Vo, Abigail K.; Sutherland, Kevin S.; Conroy, Maureen A.

    2012-01-01

    As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

  15. Canadian Children's Mental Health: Building Capacity in School-Based Intervention

    ERIC Educational Resources Information Center

    Climie, Emma A.

    2015-01-01

    Given the increasing identification of children with emotional/behavioral disorders (EBD), it is imperative that innovative ways of addressing these concerns are explored. Fewer than half of students identified with mental illness receive treatment, leaving a significant proportion of students to cope with mental illness without support. One…

  16. Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently

    ERIC Educational Resources Information Center

    Cerar, Nancy Irby

    2012-01-01

    A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities (EBD) received two instructional phases of Self-Regulated Strategy Development (SRSD) instruction for writing persuasive essays over 33 days of intervention.…

  17. Job Stressors and Teacher Job Satisfaction in Programs Serving Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Adera, Beatrice A.; Bullock, Lyndal M.

    2010-01-01

    Teacher turnover is problem that continues to plague the field of special education, given the associated costs when a teacher leaves his or her job. The challenges associated with recruitment and retention of quality teachers, especially in programs serving students with emotional and behavioral disorders (E/BD) have been attributed to a variety…

  18. Unidentified Language Deficits in Children with Emotional and Behavioral Disorders: A Meta-Analysis

    ERIC Educational Resources Information Center

    Hollo, Alexandra; Wehby, Joseph H.; Oliver, Regina M.

    2014-01-01

    Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem. Across 22 studies, participants included 1,171 children ages 5-13 with formally…

  19. Reflections on the Future of Council for Children with Behavioral Disorders: A Response to Colvin, Forness, and Nelson

    ERIC Educational Resources Information Center

    Peck, Alec F.; Albrecht, Susan Fread; George, Cheryl L.; Mathur, Sarup R.; Paget, Mike; Ryan, Joseph B.; White, Richard B.; Baker, Diana

    2012-01-01

    In issue 37(1) of this journal, the authors published the findings of three studies addressing the status of Council for Children with Behavioral Disorders (CCBD) as an organization and of the field of special education for students with emotional and behavioral disorders (E/BD). In order to continue discussion of the status of CCBD, the editors…

  20. Teacher-Reported Use of Empirically Validated and Standards-Based Instructional Approaches in Secondary Mathematics

    ERIC Educational Resources Information Center

    Gagnon, Joseph Calvin; Maccini, Paula

    2007-01-01

    A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

  1. The NHERF2 sequence adjacent and upstream of the ERM-binding domain affects NHERF2-ezrin binding and dexamethasone stimulated NHE3 activity.

    PubMed

    Yang, Jianbo; Sarker, Rafiquel; Singh, Varsha; Sarker, Prateeti; Yin, Jianyi; Chen, Tian-E; Chaerkady, Raghothama; Li, Xuhang; Tse, C Ming; Donowitz, Mark

    2015-08-15

    In the brush border of intestinal and kidney epithelial cells, scaffolding proteins ezrin, Na(+)-H(+) exchanger regulatory factor (NHERF)1 and NHERF2 play important roles in linking transmembrane proteins to the cytoskeleton and assembling signalling regulatory complexes. The last 30 carboxyl residues of NHERF1 and NHERF2 form the EBDs [ezrin, radixin and moesin (ERM)-binding domain]. The current study found that NHERF1/2 contain an ERM-binding regulatory sequence (EBRS), which facilitates the interaction between the EBD and ezrin. The EBRSs are located within 24 and 19 residues immediately upstream of EBDs for NHERF1 and NHERF2 respectively. In OK (opossum kidney) epithelial cells, EBRSs are necessary along with the EBD to distribute NHERF1 and NHERF2 exclusively to the apical domain. Furthermore, phosphorylation of Ser(303) located in the EBRS of NHERF2, decreases the binding affinity for ezrin, dislocates apical NHERF2 into the cytosol and increases the NHERF2 microvillar mobility rate. Moreover, increased phosphorylation of Ser(303) was functionally significant preventing acute stimulation of NHE3 (Na(+)-H(+) exchanger 3) activity by dexamethasone. PMID:26251448

  2. Communication and Behavioral Considerations in Planning Programs for Female Juvenile Delinquents

    ERIC Educational Resources Information Center

    Sanger, Dixie; Maag, John W.; Spilker, Anna

    2006-01-01

    Recent information on the incidence and types of language and communication problems experienced by female delinquents and the relation they have to emotional and behavioral disorders (EBD) indicate a contribution to the problems these girls have encountered in social and academic situations. Pragmatics (i.e., use of language in interpersonal…

  3. Medicine in the Classroom: A Review of Psychiatric Medications for Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Schoenfeld, Naomi A.; Konopasek, Dean

    2007-01-01

    There are many ways to help children with emotional and behavioral disorders (EBD) succeed in school. Behavior intervention plans provide support to help students adjust their actions to fit school norms. Inclusive philosophy and practices continue to break the cycle of restricted and segregated placements, whereas schoolwide intervention models…

  4. Romanian Preschool Teachers' Understanding of Emotional and Behavioral Difficulties: Implications for Designing Teacher Trainings

    ERIC Educational Resources Information Center

    Stefan, Catrinel A.; Rebega, Oana L.; Cosma, Alina

    2015-01-01

    Researchers have emphasized the role of the teacher-child relationship on children's adjustment. Children lacking such positive relationships are placed at increased risk for emotional and behavioral difficulties (EBD). We propose a qualitative approach to exploring Romanian teachers' knowledge and strategies related to preschoolers who…

  5. An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment

    ERIC Educational Resources Information Center

    Adkins, Beverly

    2009-01-01

    Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors…

  6. The Effect of the Child's Disability on United Arab Emirates In-Service Teachers' Educational Decisions regarding Gifted and Talented Children

    ERIC Educational Resources Information Center

    Elhoweris, Hala

    2008-01-01

    This study investigated the effect of the disability labels: learning disabilities (LD), physical disabilities (PHD) and emotional and behavioural disorder (EBD), on United Arab Emirates public school general education and special education teachers' willingness to refer and place students in gifted and talented programmes. A total of 269…

  7. Understanding Emotional and Behavioral Disorders: Are We Paying the Cost of Borderline Ethics?

    ERIC Educational Resources Information Center

    Mathur, Sarup R.

    2007-01-01

    Students with emotional and behavioral disorders (EBD) often exhibit moderate to severe broad academic deficits in multiple areas as compared to their normative peers (Lane, 2004); they engage in aggressive acts and receive less positive attention by peers and adults. As a result, they are more likely to drop out of school, stay unemployed, engage…

  8. Scaffolding Dynamics and the Emergence of Problematic Learning Trajectories

    ERIC Educational Resources Information Center

    Steenbeek, Henderien; Jansen, Louise; van Geert, Paul

    2012-01-01

    This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable "responsiveness" in the scaffolding…

  9. Three Children with Emotional and Behavioral Disorders Tell Why People Do Right

    ERIC Educational Resources Information Center

    Hardman, Elizabeth L.

    2012-01-01

    This paper presents the results of a small preliminary investigation of the moral judgment of three children with emotional and behavioral disorders (EBD) using case study research methodology to describe their moral orientations and explore how their reasoning patterns might affect the development of a cooperative moral orientation. Data were…

  10. Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings

    ERIC Educational Resources Information Center

    Buchanan, Rohanna; Nese, Rhonda N. T.; Clark, Miriam

    2016-01-01

    Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible…

  11. Measuring Technology and Engineering Literacy in the Engineering by Design™ Classroom

    ERIC Educational Resources Information Center

    Huffman, Tanner; Burke, Barry

    2015-01-01

    Engineering byDesign™ (EbD) provides teachers and students with reflective, formative, and comprehensive summative assessment tools throughout the curriculum. Each lesson, unit, and course is created with a list of essential questions that are meant to guide students to a deeper understanding of national standards across the STEM domains (STL,…

  12. Educating Juveniles with Disabilities in Correctional Settings. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices.

    ERIC Educational Resources Information Center

    Gagnon, Joseph Calvin; Mayer, Matthew J.

    This monograph addresses issues in the appropriate education of children and youth with disabilities, especially emotional and/or behavioral disorders, who are in juvenile correctional facilities. An introductory chapter considers the characteristics of students with E/BD in the public schools; educational services in juvenile corrections; and…

  13. Teacher Involvement in the Development of Function-Based Behaviour Intervention Plans for Students with Challenging Behaviour

    ERIC Educational Resources Information Center

    O'Neill, Sue; Stephenson, Jennifer

    2009-01-01

    This article examines literature published since 1997 on functional behaviour assessment (FBA) and behaviour intervention plans (BIPs), involving school-based personnel, for children identified as having or being at risk of emotional/behavioural disorder (E/BD) in school settings. Of interest was the level of involvement of school-based personnel…

  14. Confirmatory Factor Analysis of the Child Behavior Checklist 1.5-5 in a Sample of Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Pandolfi, Vincent; Magyar, Caroline I.; Dill, Charles A.

    2009-01-01

    Validity studies of measures for emotional and behavioral disorders (EBD) for use with preschool children with autism spectrum disorders (ASD) are lacking. The Child Behavior Checklist 1.5-5 (CBCL; Achenbach and Rescorla, Manual for the ASEBA Preschool Forms & Profiles. VT: University of Vermont, Research Center for Children, Youth, and Families,…

  15. Curriculum and Assessment Policies and Practices in a Day Treatment Center in North Carolina

    ERIC Educational Resources Information Center

    Ferrell, Kimberly Ann

    2013-01-01

    The purpose of this qualitative single case study was to describe current instructional policies and practices in a one-day treatment center in North Carolina for students with emotional and behavioral disorders (EBD). The following research questions guided the study: (1) What are the curriculum policies, practices, and philosophies of day…

  16. The Effects of Praise Notes on the Disruptive Behaviors of Elementary Students with Emotional and Behavioral Disorders in a Residential Setting

    ERIC Educational Resources Information Center

    Kennedy, Christina

    2010-01-01

    In this study, the effects of two secondary tier positive behavioral support strategies, teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one…

  17. Preparing Teachers for Students with Emotional or Behavioral Disabilities in Professional Development Schools.

    ERIC Educational Resources Information Center

    Belknap, Nancy; Mosca, Frank J.

    This paper describes George Washington University's Teacher Preparation Programs for Children with Emotional Disturbance, which uses a Professional Development School (PDS) model to deepen understanding about the specific needs of students with emotional or behavioral disorders (EBD) and prepare outstanding classroom teachers. Goals are to improve…

  18. Measuring Implementation of Evidence-Based Programs Targeting Young Children at Risk for Emotional/Behavioral Disorders: Conceptual Issues and Recommendations

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; McLeod, Bryce D.; Conroy, Maureen A.; Cox, Julia R.

    2013-01-01

    Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…

  19. Effects of Aligning Self-Management Interventions with Functional Behavioral Assessment

    ERIC Educational Resources Information Center

    Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.

    2009-01-01

    The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one…

  20. Capacity and Opportunity: Predicting Engagement for Middle School Students with Behavioral Disorders

    ERIC Educational Resources Information Center

    Herron, Marsha Dempsey; Martin, Jim

    2015-01-01

    This study examined the capacity and opportunity scores of 36 middle school students with emotional and behavioral disorders (EBD) on the student version of the "American Institutes for Research (AIR) Self-Determination Scale" across three school engagement factors: grade point averages (GPA), school absences, and frequency of school…

  1. Review of Video Modeling with Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Baker, Sonia D.; Lang, Russell; O'Reilly, Mark

    2009-01-01

    Students with emotional and behavioral disorders (EBD) often engage in behavior that is disruptive in the classroom, impedes educational progress, and inhibits peer relationships. Video modeling has been demonstrated to be an effective intervention for other challenging populations (e.g., autism) and has been identified as a feasible intervention…

  2. Teaching Academic Skills as an Answer to Behavioural Problems of Students with Emotional or Behavioural Disorders: A Review

    ERIC Educational Resources Information Center

    van der Worp-van der Kamp, Lidy; Pijl, Sip Jan; Bijstra, Jan O.; van den Bosch, Els J.

    2014-01-01

    Academic learning has always been a serious issue for students with emotional and behavioural disorders (EBD) and their teachers. However, teaching academic skills could be an important protective and curative factor for the problem behaviour of these students. The current review was conducted to study the effect of interventions developed to…

  3. Assessment of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Plotts, Cynthia A.

    2012-01-01

    Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

  4. Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Lewis, Timothy J.; Stichter, Janine P.

    2012-01-01

    Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on…

  5. Accessing the General Education Math Curriculum for Secondary Students with High-Incidence Disabilities

    ERIC Educational Resources Information Center

    Maccini, Paula; Strickland, Tricia; Gagnon, Joseph Calvin; Malmgren, Kimber

    2008-01-01

    In all educational settings, youth with disabilities, particularly those with learning disability (LD) and emotional behavioral disability (EBD), frequently have difficulties in mathematics. For teachers to provide students with access to the grade-level curriculum, a reliance on empirically validated instruction is essential. In this paper, the…

  6. Considering Systematic Direct Observation after a Century of Research--Commentary on the Special Issue

    ERIC Educational Resources Information Center

    Stichter, Janine P.; Riley-Tillman, T. Chris

    2014-01-01

    Systematic Direct Observation (SDO) has played a pivotal role in the field of Emotional and/or Behavioral Disorders (EBD) since its inception as a key part of understanding more about the behaviors, contexts that impact them, and the effective supports necessary for this population. This methodology is an ongoing charge for everyone. The authors…

  7. "Teacher, It's Just like What Happens at My House"

    ERIC Educational Resources Information Center

    Verden, Claire E.; Hickman, Peggy

    2009-01-01

    This article describes a sixteen-week, read-aloud intervention conducted using culturally and experientially-relevant literature with six urban middle school youth with emotional and behavioral disorders (EBD), to facilitate prosocial skill development through opportunities for personal reflection and sharing through journaling and group…

  8. Are Social Competence Difficulties Caused by Performance or Acquisition Deficits? The Importance of Self-Regulatory Mechanisms

    ERIC Educational Resources Information Center

    Gumpel, Thomas P.

    2007-01-01

    We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that…

  9. Teaching Paragraph Composition to Students with Emotional/Behavioral Disorders Using the Simultaneous Prompting Procedure

    ERIC Educational Resources Information Center

    Hudson, Tina Marlene; Hinkson-Lee, Kim; Collins, Belva

    2013-01-01

    The purpose of this study was to examine the effectiveness of the simultaneous prompting procedure in teaching paragraph composition to 4, 5th grade students identified with emotional behavioral disorder (EBD) and attention-deficit hyperactivity disorder (ADHD). The instructor taught students how to construct and proofread a 5-sentence paragraph…

  10. Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Fallon, Lindsay M.; Sanetti, Lisa M. Hagermoser; Ruberto, Laura M.

    2012-01-01

    The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases…