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Sample records for ebd

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Social Networks in Mainstream Classrooms: Social Affiliations and Behavioral Characteristics of Students with EBD.

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Hollowell, Julie H.

    1994-01-01

    A group-administered interview was administered in 16 third- through sixth-grade classes (n=406) including 20 students with emotional and behavioral disorders (EBD). Although boys with EBD were assessed by peers as significantly higher in aggression and disruption and lower in cooperation than general education boys, they tended to associate with…

  7. Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD

    ERIC Educational Resources Information Center

    Allday, R. Allan; Hinkson-Lee, Kim; Hudson, Tina; Neilsen-Gatti, Shelley; Kleinke, Andrew; Russel, Caroline S.

    2012-01-01

    Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use…

  8. 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…

  9. Emotional and Behavioural Difficulties (EBD): The Special Educational Need Justifying Exclusion

    ERIC Educational Resources Information Center

    Jull, Stephen K.

    2008-01-01

    Students identified with emotional and behavioural difficulties (EBD) present a special case within special educational needs (SEN) and inclusion. EBD is perhaps the only category of SEN that exposes a child to increased risk of exclusion as a function of the very SEN identified as requiring special provision in the first instance. Students…

  10. 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…

  11. 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…

  12. Using Self-Regulated Strategy Development to Help High School Students with EBD Summarize Informational Text in Social Studies

    ERIC Educational Resources Information Center

    Ennis, Robin Parks

    2016-01-01

    Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

  13. Using Self-Regulated Strategy Development to Help High School Students with EBD Summarize Informational Text in Social Studies

    ERIC Educational Resources Information Center

    Ennis, Robin Parks

    2016-01-01

    Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

  14. The evidence-based dentistry champions: a grassroots approach to the implementation of EBD.

    PubMed

    Frantsve-Hawley, Julie; Meyer, Daniel M

    2008-06-01

    In order for evidence-based dentistry (EBD) to become part of decision making in practice, the most current and comprehensive research findings must be translated into practice. The use of Champions, influential individuals to support the transfer of knowledge among their peers, is one effective approach used by others in the health care field to successfully implement science research into clinical care. With the success of Champions in other health care areas, the American Dental Association (ADA) and the Journal of Evidence-Based Dental Practice, through an educational grant from Procter and Gamble, have launched a novel program to develop Evidence-Based Dentistry Champions. The EBD Champion program is developing a network of oral health care workers who will disseminate information about the application of an evidence-based approach to dental care and will serve as resources and mentors to their colleagues. The primary mechanism for developing the network of EBD Champions is through 3 annual EBD Champion Conferences, the first of which will be held at the ADA Headquarters in Chicago, IL, on May 2 and 3, 2008. The EBD Champion will serve as a resource to the practitioners in their communities, providing a grassroots approach to facilitating the implementation of an evidence-based approach to providing dental care.

  15. 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…

  16. 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…

  17. Becoming Warriors: Dramatic Inquiry with 11- to 12-Year-Olds in an EBD Classroom

    ERIC Educational Resources Information Center

    Edmiston, Brian; Sobjack, Laura

    2017-01-01

    Using a dialogue format, a college professor and a teacher of 11- to 12-year-old children with emotional and behavioural difficulties (EBD) report on a case study of four children (three boys and a girl) when over a three-week period dramatic inquiry pedagogy (focused on the meaning for students of fictional violent events depicted in extracts…

  18. 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.,…

  19. Reflections and Perceptions: My Third of a Century in the Field of EBD.

    ERIC Educational Resources Information Center

    Guetzloe, Eleanor

    2001-01-01

    A professor of special education specializing in students with emotional or behavioral disorders (EBD) reviews her career from 1966 to the present noting the influence of the literature, authorities, and Public Law 94-142. Changes during this time identified include more effective interventions and increasing danger from student weapons. She urges…

  20. 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,…

  1. 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…

  2. Reflections and Perceptions: My Third of a Century in the Field of EBD.

    ERIC Educational Resources Information Center

    Guetzloe, Eleanor

    2001-01-01

    A professor of special education specializing in students with emotional or behavioral disorders (EBD) reviews her career from 1966 to the present noting the influence of the literature, authorities, and Public Law 94-142. Changes during this time identified include more effective interventions and increasing danger from student weapons. She urges…

  3. 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.,…

  4. 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…

  5. 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,…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Cross-Cultural Comparisons and Implications for Students with EBD: A Decade of Understanding

    ERIC Educational Resources Information Center

    Chakraborti-Ghosh, Sumita; Mofield, Emily; Orellana, Karee

    2010-01-01

    This paper presents cross-cultural comparisons on definitions, prevalence, and outcomes of students with emotional-behavior disorders (EBD). In addition, the paper addresses the concern of disproportionality and the need for teachers of students with behavior problems to be culturally responsive to perceived inappropriate behaviors. A review of…

  14. K-12 Principal's Perceptions of Educational Programming for Students with Emotional and Behavioral Disorders (EBD)

    ERIC Educational Resources Information Center

    Knuth, Richard; Beaudoin, Kathleen M.; Benner, Greg

    2007-01-01

    This study investigated school administrators' perceptions of the effectiveness of their programs serving students with emotional behavioral disorders (EBD). Specifically, the perceptions of principals in schools that provided self-contained programs were compared to the perceptions of principals in schools without self-contained programs. Also…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  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. 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…

  1. 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…

  2. 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…

  3. 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…

  4. The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Jolivette, Kristine; Ennis, Robin Parks

    2013-01-01

    Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. What Is Inclusive Didactics? Teachers' Understanding of Inclusive Didactics for Students with EBD in Swedish Mainstream Schools

    ERIC Educational Resources Information Center

    Gidlund, Ulrika; Boström, Lena

    2017-01-01

    Including students with emotional and behavioral difficulties (EBD) in general education is one of teachers' greatest challenges and make the dilemma of inclusion displays its most difficult side. This article contributes to the understanding of how teachers in Swedish mainstream schools understand the concept of inclusive didactics for students…

  11. 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,…

  12. 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…

  13. 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 education…

  14. Understanding Positive and Negative Communication Instances between Special Educators and Parents of High School Students with EBD

    ERIC Educational Resources Information Center

    Mires, Carolyn B.

    2015-01-01

    Using a multiple case study methodology, interviews were conducted to examine current practices and perceptions of the communication practices of teachers working with high school students with emotional and behavioral disorders (EBD). These interviews involved questions about general communication instances which occurred each week, communication…

  15. 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…

  16. 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,…

  17. 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 education…

  18. 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…

  19. Does the Field of EBD Need a Distinct Set of "Intensive" Interventions or More Systemic Intensity within a Continuum of Social/Emotional Supports?

    ERIC Educational Resources Information Center

    Lewis, Timothy J.

    2016-01-01

    The challenges of educating children and youth with intensive social, emotional, and academic needs have been well documented. Students with emotional/ behavioral disorders (EBD) present a range of daily challenges from low intensity, high frequency chronic behaviors such as poor school attendance, disrespect addressed to adults and peers,…

  20. Working Successfully towards Inclusion--or Excluding Pupils? A Comparative Retroductive Study of Three Similar Schools in Their Work with EBD

    ERIC Educational Resources Information Center

    Malmqvist, Johan

    2016-01-01

    Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary…

  1. Working Successfully towards Inclusion--or Excluding Pupils? A Comparative Retroductive Study of Three Similar Schools in Their Work with EBD

    ERIC Educational Resources Information Center

    Malmqvist, Johan

    2016-01-01

    Sweden uses municipally run pupil referral units (PRUs) for students displaying emotional behavioural difficulties (EBD). This study investigates one Swedish municipality where transfers of students to PRUs were related to school practices favouring either inclusion or exclusion. A purposeful sampling procedure was used to select three elementary…

  2. 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…

  3. Does the Field of EBD Need a Distinct Set of "Intensive" Interventions or More Systemic Intensity within a Continuum of Social/Emotional Supports?

    ERIC Educational Resources Information Center

    Lewis, Timothy J.

    2016-01-01

    The challenges of educating children and youth with intensive social, emotional, and academic needs have been well documented. Students with emotional/ behavioral disorders (EBD) present a range of daily challenges from low intensity, high frequency chronic behaviors such as poor school attendance, disrespect addressed to adults and peers,…

  4. A modelling study on the dose rate effect on the efficiency of the EBDS-process (ES-Verfahren)

    NASA Astrophysics Data System (ADS)

    Gentry, J. W.; Paur, H.-R.; Mätzing, H.; Baumann, W.

    Electrons penetrating gas create inhomogeneous dose distributions by their interaction with gas molecules. This behaviour becomes more pronounced for decreasing electron energies. Thus, according to dose rate measurements for electrons from 300 kV scanners, dose rates up to 150 Mrad/sec may occur. A computer model of the homogeneous gas phase reactions of the electron beam dry scrubbing (EBDS) process has been developed. The model is capable of handling dose distributions which involve high dose rates. This is accomplished by a modulation of the dose rate between zero and a preset maximum, while keeping the total applied dose constant. Extensions of this model allow the treatment of 3-dimensional dose distributions. The calculations show that radical concentrations are correlated both to dose and dose rate. With increased dose, more NO x is removed from the flue gas, while the dose rate has no effect on removal efficiencies calculated with a system of homogeneous gas phase reactions. A similar result is obtained for the radiation induced SO 2-H 2SO 4 conversion.

  5. 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…

  6. 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…

  7. Systematic Academic Instruction for Students with EBD: The Construction and Use of a Tool for Teachers

    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.

    2017-01-01

    Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic…

  8. 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,…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Deconstructing a Definition: Social Maladjustment versus Emotional Disturbance and Moving the EBD Field Forward

    ERIC Educational Resources Information Center

    Merrell, Kenneth W.; Walker, Hill M.

    2004-01-01

    In this article we discuss the definition of emotionally disturbed (ED) from the Individuals with Disabilities Education Act, with a specific focus on the clause contained in this definition, which is designed to exclude from special education services students who are considered to be socially maladjusted (SM). The history of the SM exclusionary…

  14. 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…

  15. 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…

  16. 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

    ... comments received by resource agencies, the 60-day timeframe specified in 18 CFR 4.43(b) for filing all... submitted by any resource agency, Indian Tribe, or person, must be filed with the Commission within 30 days... relating to the merits of an issue that may affect the responsibilities of a particular resource...

  17. Systematic Academic Instruction for Students with EBD: The Construction and Use of a Tool for Teachers

    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.

    2017-01-01

    Educating students with behavioural, emotional and social difficulties requires a thorough systematic approach with the focus on academic instruction. This study addresses the development of a tool, consisting of two questionnaires, for measuring systematic academic instruction. The questionnaires cover the Plan-Do-Check-Act cycle and academic…

  18. School-Wide Positive Behavior Systems: Improving School Environments for All Students Including Those with EBD.

    ERIC Educational Resources Information Center

    Eber, Lucille; Lewis-Palmer, Teri; Pacchiano, Debra

    This report describes the methodology and initial results of an evaluation of the universal (school-wide) Positive Behavioral Intervention and Support (PBIS) initiative in Illinois, including (1) strategies for establishing research-based practices and data-based evaluation systems in implementation schools; (2) methodology and initial findings of…

  19. 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…

  20. Examination of the Relationship between Teacher Praise and Opportunities for Students with EBD To Respond to Academic Requests.

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; Wehby, Joseph H.; Yoder, Paul J.

    2002-01-01

    This study examined the relationship between opportunities to respond (OTR) to academic requests and teacher praise in 20 classrooms for students with emotional and/or behavior disorders using time-window sequential analysis. Results suggest that: (1) a summary-level relationship represented by a significant positive correlation and (2) a…

  1. Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students with or At Risk for EBD across Classroom Settings

    ERIC Educational Resources Information Center

    Hunter, William C.; Barton-Arwood, Sally; Jasper, Andrea; Murley, Renee; Clements, Tarol

    2017-01-01

    In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

  8. Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility

    ERIC Educational Resources Information Center

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

    2015-01-01

    One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the…

  9. Pragmatic language and the child with emotional/behavioural difficulties (EBD): a pilot study exploring the interaction between behaviour and communication disability.

    PubMed

    Mackie, Leila; Law, James

    2010-01-01

    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. This pilot study aimed to investigate (1) the level of association between pragmatic language difficulties and emotional/behavioural difficulties; and (2) what explanations there might there be for any such association. The roles of language, word decoding, and non-verbal cognitive ability and also socio-demographic factors are considered. Seventeen participants aged 7-11 years were identified from Educational Psychologist caseloads as having behaviour that is causing concern at school. Comparisons were made with 16 age- and sex-matched controls. Participants' language, literacy and non-verbal cognitive ability were assessed at school. Parents and teachers completed questionnaires investigating communication skills, behaviour and emotional wellbeing. No significant difference was found between the groups for non-verbal cognitive ability. However, children in the referred group were significantly more likely to have structural language, word decoding and pragmatic language difficulties and mothers with no further education beyond school. Taking a broad view of language skills to include structural language, pragmatic language and word decoding, 94% (n = 15) of referred children had significant difficulties with at least one of these three factors. The only factor not found on its own was structural language difficulties, indicating that on their own they are perhaps not associated with emotional/behavioural difficulties. The results of this pilot study have implications for how we view language and behaviour difficulties in primary schools. Future larger-scale research should consider the role of parenting factors, pragmatic language skills and literacy ability in the high co-existence rate of emotional/behavioural difficulties and language/communication needs.

  10. Eb&D: A new clustering approach for signed social networks based on both edge-betweenness centrality and density of subgraphs

    NASA Astrophysics Data System (ADS)

    Qi, Xingqin; Song, Huimin; Wu, Jianliang; Fuller, Edgar; Luo, Rong; Zhang, Cun-Quan

    2017-09-01

    Clustering algorithms for unsigned social networks which have only positive edges have been studied intensively. However, when a network has like/dislike, love/hate, respect/disrespect, or trust/distrust relationships, unsigned social networks with only positive edges are inadequate. Thus we model such kind of networks as signed networks which can have both negative and positive edges. Detecting the cluster structures of signed networks is much harder than for unsigned networks, because it not only requires that positive edges within clusters are as many as possible, but also requires that negative edges between clusters are as many as possible. Currently, we have few clustering algorithms for signed networks, and most of them requires the number of final clusters as an input while it is actually hard to predict beforehand. In this paper, we will propose a novel clustering algorithm called Eb &D for signed networks, where both the betweenness of edges and the density of subgraphs are used to detect cluster structures. A hierarchically nested system will be constructed to illustrate the inclusion relationships of clusters. To show the validity and efficiency of Eb &D, we test it on several classical social networks and also hundreds of synthetic data sets, and all obtain better results compared with other methods. The biggest advantage of Eb &D compared with other methods is that the number of clusters do not need to be known prior.

  11. Implementation and effect of life space crisis intervention in special schools with residential treatment for students with emotional and behavioral disorders (EBD).

    PubMed

    DOosterlinck, Franky; Goethals, Ilse; Broekaert, Eric; Boekaert, Eric; Schuyten, Gilberte; De Maeyer, Jessica

    2008-03-01

    The increase of violence in present-day society calls for adequate crisis interventions for students with behavioral problems. Life Space Crisis Intervention (LSCI) is a systematic and formatted response to a student's crisis, based on cognitive, behavioral, psychodynamic and developmental theory. The following research article evaluates a LSCI Program with students referred to special schools with residential treatment because of severe behavioral problems. The evaluation was conducted using a quasi experimental pre-test-post-test control group design. Thirty-one match paired students were pre-tested before the interventions started and post-tested after a period of 11 months. Five standardized questionnaires were examined to assess the effectiveness of the LSCI Program. General Linear Model (GLM) with repeated measures was used to analyze all data. For the total group of subjects (n = 62) it was found that students' perception about their athletic competence decrease significantly after 11 months in residential care. A positive effect of LSCI was found on direct aggression and social desirability.

  12. Exploring the Relationship between Increased Opportunities To Respond to Academic Requests and the Academic and Behavioral Outcomes of Students with EBD: A Review.

    ERIC Educational Resources Information Center

    Sutherland, Kevin S.; Wehby, Joseph H.

    2001-01-01

    This article reviews the literature and examines the effect of increased opportunities to respond (OTR) to academic requests on academic and behavioral outcomes of students with emotional/behavioral disorders. Findings indicate increased rates of OTR result in higher task engagement and academic achievement rates and low rates of inappropriate…

  13. 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…

  14. "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…

  15. "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…

  16. Predictors of Placement Moves among Children with and without Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Barth, Richard P.; Lloyd, E. Christopher; Green, Rebecca L.; James, Sigrid; Leslie, Laurel K.; Landsverk, John

    2007-01-01

    Children identified as having emotional and behavioral disorders (EBD) may have different out-of-home care placements than their peers without EBD. This study compared the factors influencing placement movements for 362 children with EBD and 363 children without EBD, using clinical "Child Behavior Checklist" (CBCL) scores at baseline…

  17. 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…

  18. 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…

  19. Intensive Academic Interventions for Students with Emotional and Behavioral Disorders: An Experimental Framework

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Wehby, Joseph H.; Gilmour, Allison F.

    2016-01-01

    Research has consistently demonstrated that students with emotional and behavioral disorders (EBD) are at risk for academic underachievement. Despite the persistent and strong association between academic problems and EBD, there remains a dearth of information on the process for developing intensive academic interventions for students with EBD.…

  20. Emotional and Behavioral Disorders in South Korea: Current Status and Issues

    ERIC Educational Resources Information Center

    Kim, Joungmin; Kim, Kyeong-hwa

    2016-01-01

    In South Korea, there is no consensus on the definition of emotional and behavioral disorders (EBD). This column focuses on how the definition has affected the prevalence rates and services available for students with EBDs. Of the legal, clinical, and educational definitions, the legal definition of EBDs is currently in common use, which raises…

  1. 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…

  2. 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…

  3. Intensive Academic Interventions for Students with Emotional and Behavioral Disorders: An Experimental Framework

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Wehby, Joseph H.; Gilmour, Allison F.

    2016-01-01

    Research has consistently demonstrated that students with emotional and behavioral disorders (EBD) are at risk for academic underachievement. Despite the persistent and strong association between academic problems and EBD, there remains a dearth of information on the process for developing intensive academic interventions for students with EBD.…

  4. 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…

  5. 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…

  6. 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 central…

  7. Emotional and Behavioral Disorders in South Korea: Current Status and Issues

    ERIC Educational Resources Information Center

    Kim, Joungmin; Kim, Kyeong-hwa

    2016-01-01

    In South Korea, there is no consensus on the definition of emotional and behavioral disorders (EBD). This column focuses on how the definition has affected the prevalence rates and services available for students with EBDs. Of the legal, clinical, and educational definitions, the legal definition of EBDs is currently in common use, which raises…

  8. 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…

  9. Libyan Children's Views on the Importance of School Factors Which Contributed to Their Emotional and Behavioral Difficulties

    ERIC Educational Resources Information Center

    Gadour, Abdelbasit

    2006-01-01

    A group of 34 children from mainstream schools in Libya representing four Local Education Authorities (LEAs) were interviewed about their emotional and behavioral difficulties (EBD) and the factors which might be responsible for their EBD. Although, in general, children's views of EBD did not yield remarkably different accounts to those already…

  10. Libyan Children's Views on the Importance of School Factors Which Contributed to Their Emotional and Behavioral Difficulties

    ERIC Educational Resources Information Center

    Gadour, Abdelbasit

    2006-01-01

    A group of 34 children from mainstream schools in Libya representing four Local Education Authorities (LEAs) were interviewed about their emotional and behavioral difficulties (EBD) and the factors which might be responsible for their EBD. Although, in general, children's views of EBD did not yield remarkably different accounts to those already…

  11. 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…

  12. 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…

  13. 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.

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

    PubMed

    Wang, Hwai-Lee; Lai, Ted Weita

    2014-10-10

    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.

  15. Attitudes, awareness and perceptions on evidence based dentistry and scientific publications among dental professionals in the county of Halland, Sweden: a questionnaire survey.

    PubMed

    Rabe, Per; Holmén, Anders; Sjögren, Petteri

    2007-01-01

    The objective was to identify dental professionals' attitudes and awareness on evidence based dentistry (EBD), and to elucidate perceived barriers and views on how to move towards EBD. A questionnaire was sent to 290 dental professionals (dental hygienists, general dentists, specialist dentists) in the county of Halland, Sweden. The questionnaire consisted of closed questions and free text sections, related to attitudes, awareness and skills on databases, EBD, and terms related to scientific publications, as well as perceived barriers towards EBD. A majority of the respondents had a welcoming attitude towards EBD. The respondents perceived their colleagues less positive towards EBD. The respondents considered EBD, at least partly, useful in daily dental practice. With the exception of general dentists in private practice, a vast majority of the dental professionals thought that EBD would improve the care of their patients. Dental professionals in the county of Halland, in Sweden, had a welcoming attitude towards EBD, and indicated an open attitude for learning more about interpretation of evidence from scientific publications. The most commonly perceived barriers towards EBD, were 'lack of time' and 'poor availability of evidence'.

  16. Eco-effective design and evidence-based design: perceived synergy and conflict.

    PubMed

    Shepley, Mardelle McCuskey; Baum, Mara; Ginsberg, Rachel; Rostenberg, Bill

    2009-01-01

    Eco-effective design (EED) and evidence-based design (EBD) are two powerful trends currently shaping healthcare architecture. EED addresses whether/how the design and operation of buildings improve ecological value and enhance human health. EBD addresses whether/how the design and operation of buildings support positive health outcomes in the built environment through a growing collection of solutions informed by research and practical knowledge. The primary hypothesis of this study was that EBD and EED are compatible approaches to health facility design, especially when addressing the impact of the environment on human health. To explore this hypothesis, healthcare facility administrators were surveyed regarding their perceptions of the relationship between EED and EBD. Input from focus groups and EED and EBD experts was used to formulate the administrator questionnaire. The study concluded that the relationship between EED and EBD typically was synergistic. ©2009 VENDOME GROUP, LLC

  17. 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

  18. 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.

  19. 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

  20. Bullying and Social Support: Variation by School-Type and Emotional or Behavioural Disturbances

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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 …

  8. Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Peltier, Corey; Vannest, Kimberly J.

    2016-01-01

    The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

  9. The question of knowledge in evidence-based design for healthcare facilities: limitations and suggestions.

    PubMed

    Rashid, Mahbub

    2013-01-01

    To help designers and researchers and other proponents of evidence-based design (EBD) overcome limitations concerning knowledge categorization and acquisition of evidence-based design (EBD). The evidence-based design (EBD) approach for healthcare facilities has been widely embraced by both designers and researchers in recent years; however, there are some limitations concerning knowledge categorization and acquisition of EBD. These limitations include an overemphasis on empirical knowledge gained by experimental research, a narrow focus that excludes design knowledge generated outside healthcare and allied fields, and a lack of interest in empirical knowledge gained by qualitative studies. In order to overcome these limitations, the proponents of EBD must acknowledge that design knowledge relevant to healthcare design can be found in disciplines unrelated to healthcare; that design knowledge does not always need empirical validation; and that design knowledge of the semantic kind can be more easily accessed and understood through qualitative studies. To reassess the foundations of knowledge of EBD with moderated skepticism is necessary because there are philosophical and analytical problems yet to be overcome in delivering on the promises of EBD. To question and reassess the foundations of knowledge base of EBD is not necessarily to deny its value, but rather to stimulate a judicious and balanced appraisal of its limitations so that, in future, we are able to take necessary steps to overcome these limitations. Design process, evidence-based design, methodology, theory, interdisciplinary.

  10. Constant Time Delay: One Way to Provide Positive Behavioral Support for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Stevens, Kay B.; Lingo, Amy S.

    2005-01-01

    Teachers of students with emotional and behavioral disorders (EBD) understand conceptually, emotionally, and legally the importance of using research-based procedures as well as positive behavioral supports. One way to provide positive behavioral support for students with EBD is constant time delay (CTD). CTD is an instructional delivery procedure…

  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. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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'…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Elementary Day and Residential Schools for Children With Emotional and Behavioral Disorders: Characteristics and Entrance and Exit Policies

    ERIC Educational Resources Information Center

    Gagnon, Joseph Calvin; Leone, Peter E.

    2005-01-01

    Limited information exists about treatment programs for children with emotional and behavioral disorders (EBD) in the elementary grades. This national study provides a description of first-through sixth-grade day treatment and residential schools for students with EBD in two areas: (a) characteristics of schools (e.g., philosophy, accreditation,…

  2. 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,…

  3. 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…

  4. 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…

  5. Supervising Paraeducators in Classrooms for Children with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Wehby, Joseph H.; Moore-Partin, Tara C.; Robertson, Rachel; Oliver, Regina M.

    2009-01-01

    The academic and behavioral difficulties exhibited by students with emotional and behavioral disorders (EBD) provide educators with unique challenges. The Study of Personnel Needs in Special Education estimated that 40% of the 400,000 special education paraeducators presently employed nationwide are assigned to classrooms for children with EBD.…

  6. 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,…

  7. Uncovering Stereotypes and Identifying Characteristics of Gifted Students and Students with Emotional/Behavioral Disabilities.

    ERIC Educational Resources Information Center

    Rizza, Mary G.; Morrison, William F.

    2002-01-01

    Ninety-two preservice or inservice teachers were asked to categorize characteristics and behaviors according to whether each described a student identified with an emotional/behavior disability (EBD), who is gifted, both, or neither. Results revealed stereotypical thinking in the identification of characteristics of students labeled EBD. Results…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. Effects of a Summarizing Strategy on Written Summaries of Children with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Ellis-Robinson, Tammy

    2017-01-01

    In this single-subject study, we examined the effects of a summarizing strategy on the written summaries of children with emotional and behavioral disorders (EBDs). Six students with EBDs in fifth and sixth grades learned a mnemonic-based strategy for summarizing taught through the self-regulated strategy development (SRSD) approach. Visual…

  14. The Effects of Self-Regulation Strategy Development on Written Expression of Students with Emotional/Behavioral Disabilities

    ERIC Educational Resources Information Center

    Pannell, Ronald Howard

    2012-01-01

    This investigation examined the effects of self-regulated strategy development (SRSD) on the written expression of students with emotional and behavioral disabilities (EBD). The target students for this study were elementary students who receive special education services under the category of EBD. An AB Multiple Baseline Design (i.e., Baseline,…

  15. 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…

  16. 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…

  17. Cultivating Caring Relationships between Teachers and Secondary Students with Emotional and Behavioral Disorders: Implications for Research and Practice

    ERIC Educational Resources Information Center

    Mihalas, Stephanie; Morse, William C.; Allsopp, David H.; Alvarez McHatton, Patricia

    2009-01-01

    Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal…

  18. 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.…

  19. 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…

  20. 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…

  1. The Effects of Self-Regulation Strategy Development on Written Expression of Students with Emotional/Behavioral Disabilities

    ERIC Educational Resources Information Center

    Pannell, Ronald Howard

    2012-01-01

    This investigation examined the effects of self-regulated strategy development (SRSD) on the written expression of students with emotional and behavioral disabilities (EBD). The target students for this study were elementary students who receive special education services under the category of EBD. An AB Multiple Baseline Design (i.e., Baseline,…

  2. 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…

  3. Promoting Longevity: Strategies for Teachers of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Cancio, Edward J.; Conderman, Greg

    2008-01-01

    Mrs. Donohue, a middle school teacher of students with emotional and behavior disorders (EBD), emphasizes that her job is extremely challenging. Her biggest issue is lack of administrative support. Mr. Clark, a teacher for students with EBD at an alternative school, had similar experiences with administrators in the past. He says, "The current…

  4. 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…

  5. 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…

  6. 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,…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Utilizing Literary Texts in Teacher Education to Promote Positive Attitudes toward Children with Emotional and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Marlowe, Mike; Maycock, George A.; Palmer, Laurie F.; Morrison, William F.

    1997-01-01

    This study examined the effects of a literary text-based course in emotional and behavioral disorders (EBD) on changing preservice teachers' (N=32) attitudes toward children with EBD. Comparison with a control group instructed with a professional text-based approach found the experimental group had a significantly more positive change in attitudes…

  12. Legal Requirements for Assessing Students with Emotional and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Yell, Mitchell L.; Drasgow, Erik

    2001-01-01

    This article examines the legal requirements of assessing students with disabilities, especially students with emotional and behavioral disorders (EBD). It reviews assessment legislation and litigation in special education and explains specific requirements for assessing students with EBD. The article also examines school districts' obligations…

  13. Teachers of Students with Emotional and Behavioral Disorders' Perceptions of the Importance of Selected Professional Standards of Practice

    ERIC Educational Resources Information Center

    Lusk, Mandy E.; Bullock, Lyndal M.

    2013-01-01

    Utilizing the Council for Exceptional Children's (CEC) standards delineated for preparation programs in teaching students with emotional and behavioral disorders (EBD), the present study sought to determine how graduates of one teacher preparation program perceived the importance of the standards in their work with students with EBD. Results…

  14. Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Hott, Brittany L.; Evmenova, Anya; Brigham, Frederick J.

    2014-01-01

    This study examined the effects of reciprocal peer tutoring coupled with academic self-monitoring on the mathematics vocabulary acquisition of students with emotional or behavioral disabilities (EBD). Six middle school students from diverse backgrounds with EBD attending a public, urban middle school participated in the study. A rigorous multiple…

  15. 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…

  16. Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews

    ERIC Educational Resources Information Center

    Maag, John W.

    2006-01-01

    Teaching social skills to students with emotional and behavioral disorders (EBD) has become an accepted practice. Literally hundreds of social skills training (SST) efficacy studies for students with EBD appear in the literature. As a result, many authors have published both narrative and meta-analytic reviews of the literature. Reviews have…

  17. 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…

  18. Bullying and Social Support: Variation by School-Type and Emotional or Behavioural Disturbances

    ERIC Educational Resources Information Center

    Margraf, Hannah; Pinquart, Martin

    2016-01-01

    The present study analysed whether bullying/victimisation and related social support vary by emotional and behavioural disturbances (EBD) as well as school type. We examined 540 German adolescents with and without emotional disturbances (ED)/behavioural disturbances (BD) attending regular and special schools for students with EBD. Adolescents with…

  19. Schema-Based Strategy Instruction and the Mathematical Problem-Solving Performance of Two Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Peltier, Corey; Vannest, Kimberly J.

    2016-01-01

    The purpose of this study was to analyze the effects of schema instruction on the mathematical problem solving of students with emotional or behavioral disorders (EBD). The participants were two fourth-grade students identified with EBD. The intervention package consisted of schema instruction, strategy instruction on problem-solving heuristics…

  20. 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…

  1. 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…

  2. Transplantation of epidermal cell sheets by endoscopic balloon dilatation to avoid esophageal re-strictures: initial experience in a porcine model

    PubMed Central

    Kobayashi, Shinichiro; Kanai, Nobuo; Tanaka, Nobuyuki; Maeda, Masanori; Hosoi, Takahiro; Fukai, Fumio; Eguchi, Susumu; Yamato, Masayuki

    2016-01-01

    Background and study aims: Epidermal cell sheet (ECS) transplantation immediately after aggressive endoscopic submucosal dissection (ESD) has been shown to be safe and effective in the prevention of esophageal strictures. This study evaluated the feasibility of ECS transplantation after endoscopic balloon dilation (EBD) in a porcine model. Methods: Six pigs underwent circumferential esophageal ESD under general anesthesia. Two weeks later, two pigs underwent EBD and transplantation of an autologous ECS, two underwent EBD alone, and two underwent endoscopic observation only (control). Results: The two pigs in the transplantation group underwent six ECS transplants after EBD with five of the six (83 %) being successful, as shown by engraftment of transplanted ECSs after 7 days. No adverse events were observed. Stricture rates were lower in the two transplanted pigs (55 % and 60 %) than in the control (92.2 % and 87.7 %) and EBD-treated (71.7 % and 78.2 %) pigs. Infiltration of inflammatory cells was significantly lower in the transplanted pigs than in the control and EBD-treated pigs. Conclusion: Preliminary results indicate the stability of the ECS transplantation procedure and the engraftment of transplanted ECS in the tears after EBD. This proof-of-concept study suggests that covering tears with ECSs after EBD may avoid re-strictures. PMID:27853736

  3. 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…

  4. Academic Instruction and Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.

    2012-01-01

    Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem…

  5. A Comparison of Teacher Perceptions and Research-Based Categories of Student Behavior Difficulties

    ERIC Educational Resources Information Center

    Conley, Laura; Marchant, Michelle; Caldarella, Paul

    2014-01-01

    Students with emotional and behavioral disorders (EBD) are less successful in school than their peers. In order for teachers and researchers to effectively partner to identify and support these students, they must focus on the same problem behaviors. This research identified six components of EBD commonly identified in research literature:…

  6. 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…

  7. 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…

  8. 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…

  9. Improving Reading Comprehension and Fluency Outcomes for Adolescents with Emotional-Behavioral Disorders: Recent Research Synthesized

    ERIC Educational Resources Information Center

    Garwood, Justin D.; Brunsting, Nelson C.; Fox, Leslie C.

    2014-01-01

    As the reading difficulties experienced by students with emotional-behavioral disorders (EBD) receive more attention, the corresponding call for evidence-based practices has become more pronounced. We conducted a systematic review of comprehension and fluency interventions for middle and high school students with EBD served outside of the general…

  10. 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,…

  11. 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

  12. 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.

  13. Use of Evans blue dye to compare limb muscles in exercised young and old mdx mice.

    PubMed

    Wooddell, Christine I; Zhang, Guofeng; Griffin, Jacob B; Hegge, Julia O; Huss, Thierry; Wolff, Jon A

    2010-04-01

    Evans blue dye (EBD) is used to mark damaged and permeable muscle fibers in mouse models of muscular dystrophy and as an endpoint in therapeutic trials. We counted EBD-positive muscle fibers and extracted EBD from muscles sampled throughout the hindlimbs in young adult and old mdx mice to determine if the natural variability in morphology would allow measurement of a functional improvement in one limb compared to the contralateral limb. Following one bout of rotarod or treadmill exercise that greatly increased serum creatine kinase levels, the number of EBD(+) muscle fibers in 12-19-month-old mdx mice increased 3-fold, EBD in the muscles increased, and, importantly, contralateral pairs of muscles contained similar amounts of EBD. In contrast, the intra- and interlimb amounts of EBD in 2-7-month-old mdx mice were much too variable. A therapeutic effect can more readily be measured in old mdx mice. These results will be useful in the design of therapy protocols using the mdx mouse.

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

    PubMed

    Smith, Sarah J; Horstick, Eric J; Davidson, Ann E; Dowling, James

    2015-11-30

    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.

  15. Distinct patterns of cerebral extravasation by Evans blue and sodium fluorescein in rats.

    PubMed

    Yen, Lola Fenghuei; Wei, Vivi Chiali; Kuo, Eva Yuhua; Lai, Ted Weita

    2013-01-01

    The Evans blue dye (EBD; 961 Da) and the sodium fluorescein dye (NaF; 376 Da) are commonly used inert tracers in blood-brain barrier (BBB) research. They are both highly charged low molecular weight (LMW) tracers with similar lipophobic profiles. Nevertheless, the EBD binds to serum albumin (69,000 Da) to become a high molecular weight (HMW) protein tracer when injected into the circulation, whereas the NaF remains an unbound small molecule in the circulation. In this study, rats were injected with equal doses of either EBD or NaF to monitor their blood and tissue distribution. The EBD was largely confined to the circulation with little accumulation in the peripheral organ and even less accumulation in the central tissue, whereas the NaF distributed more evenly between the blood and the peripheral organ but was also largely excluded from the central tissue. Importantly, the EBD crossed the BBB most effectively at the prefrontal cortex and the cerebellum, and most poorly at the striatum. In marked contrast, the NaF was evenly distributed throughout the brain. Finally, the EBD exhibited this same peculiar tissue distribution profile when administered by either bolus injection or slow infusion. Our study suggests that different regions of the brain are equally permeable to LMW inert dyes like the NaF, but are markedly different in permeability to HMW proteins such as EBD-labelled serum albumin.

  16. Increase in Evans blue dye extravasation into the brain in the late developmental stage.

    PubMed

    Chen, Kuen-Bao; Kuo, Eva Yuhua; Poon, Kin-Shing; Cheng, Ka-Shun; Chang, Chia-Sheng; Liu, Yu-Cheng; Lai, Ted Weita

    2012-08-22

    The development of the blood-brain barrier (BBB) against permeability to inert tracers, such as Evans blue dye (EBD), occurs quite early on at embryonic stages (before E13-E15), and the BBB remains resistant to EBD between E15 and early adulthood (P20-P30). Here, we aimed to examine the changes in EBD permeability at a later stage in development, specifically comparing young rats (P20) with adult rats (P86). We found markedly higher EBD extravasation into the forebrains of adult rats compared with those of the young rats (P=0.0132; Student's t-test). In contrast, there was no difference in EBD extravasation to the liver, suggesting no change in vascular permeability in peripheral tissues. Furthermore, EBD extravasation into the cerebellum was less prominent than that into the forebrain, suggesting that the disruption of the BBB was brain-region specific. In conclusion, we found a specific increase in EBD extravasation in the mature forebrain, and the protocol that we used may be a good template for studying developmental disruption of the BBB.

  17. Implementation of evidence-based dentistry into practice: analysis of awareness, perceptions and attitudes of dentists in the World Dental Federation-European Regional Organization zone.

    PubMed

    Yamalik, Nermin; Nemli, Secil Karakoca; Carrilho, Eunice; Dianiskova, Simona; Melo, Paulo; Lella, Anna; Trouillet, Joel; Margvelashvili, Vladimer

    2015-06-01

    Based on evidence-based dentistry (EBD) being a relatively new concept in dentistry, the attitudes, perceptions and level of awareness of dentists regarding EBD, and perceived barriers to its implementation into daily practice, were comparatively analysed in six countries of the FDI (World Dental Federation-Federation Dentaire Internationale)-European Regional Organization (ERO) zone (France, Georgia, Poland, Portugal, Slovakia and Turkey). For this purpose, a questionnaire, 'The Relationship Between Dental Practitioners and Universities', was developed by the FDI-ERO Working Group and applied by National Dental Associations (NDAs). A total of 850 valid responses were received, and cumulative data, comparisons between countries and potential impact of demographic variables were analysed. Regarding EBD, similar percentages of respondents reported that they 'know what it is' (32.8%) and 'they practice' (32.1%). Most respondents believed that 'EBD is beneficial' (89.1%); however, they had different thoughts regarding 'who actually benefited from EBD'. Of the participants, 60% believed that 'dentists experience difficulties in implementing EBD'. Although lack of time, lack of education and limited availability of evidence-based clinical guidelines were among the major barriers, there were differences among countries (P<0.05). Significant differences were also observed between countries regarding certain questions such as 'where EBD needed to be taught' (P<0.05), as both undergraduate and continuing education were suggested to be suitable. Age, practice mode and years of practice significantly affected many of the responses (P<0.05). There was a general, positive attitude toward EBD; however, there was also a clear demand for more information and support to enhance dentists' knowledge and use of EBD in everyday practice and a specific role for the NDAs.

  18. Safety of energy based devices for hemostasis in thyroid surgery.

    PubMed

    Dionigi, Gianlorenzo; Wu, Che-Wei; Kim, Hoon-Yub; Liu, Xiaoli; Liu, Renbin; Randolph, Gregory W; Anuwong, Angkoon

    2016-10-01

    Energy based devices (EBD) have been developed, implemented and increasingly applied in thyroid surgery because they can provide a combined dissection and haemostatic effect. In particular, advantages of EBD have been described in terms of efficacious haemostasis, reduction of procedure-associated time, reduced incision length, less operative blood loss and transfusion need, decreased postoperative drain, pain and hospital stay. In addition, EBD are essential for endoscopic procedures. On the contrary, a potential drawback is the increased health care costs. This paper reviews relevant medical literature published on the safety of new devices for achieving hemostasis and dissection around the recurrent laryngeal nerve (RLN).

  19. Effect of crystal orientation and nanofiller alignment on dielectric breakdown of polyethylene/montmorillonite nanocomposites

    NASA Astrophysics Data System (ADS)

    Li, Bo; Xidas, Panagiotis I.; Triantafyllidis, Kostas S.; Manias, Evangelos

    2017-08-01

    Extrusion blown polyethylene and polyethylene/montmorillonite nanocomposite films were cold stretched to various ratios to quantify the influence of the crystal orientation and the nanofiller alignment on their dielectric breakdown performance. It was found that the crystal orientation could increase the breakdown strength (EBD) in the stretched blown films. The aligned pseudo-2D inorganic nanoclays provided additional strong improvements in EBD that can be superimposed to any EBD enhancement due to the polymer crystal orientation. At high filler loadings and high stretching ratios, the onset of percolation was observed through a substantial improvement in the dielectric breakdown strength.

  20. 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).

  1. 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.

  2. [Eating disorders, sport practice and physical self-concept in adolescents].

    PubMed

    Goñi Grnadmontagne, A; Rodríguez Fernández, A

    2004-01-01

    The expansion of eating behavior disorders (EBD) has made it necessary to carry out the work of detecting cases as well as explaining this phenomenon as much as possible with certain features of the subjects and the behavior habits, for example, the practice of sports. A total of 740 students between 12 and 16 years old, whose sport's activity was investigated, filled out the Eating Disorders Inventory (EDI). Part of this sample, specifically 180 subjects, also answered the recently made Physical Self-concept Questionnaire (PSQ). Prevalence rates of EBD greater than those found in previous studies are found; the risk of EBD has an inverse relationship with the practice of sports and a direct one with low score on the PSQ. Physical and sport education should have a decisive role in the prevention of EBD; educators must be provided guidelines and resources that can help them in this task.

  3. 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.

  4. Phase distribution of products of radiation and post-radiation distillation of biopolymers: Cellulose, lignin and chitin

    NASA Astrophysics Data System (ADS)

    Ponomarev, A. V.; Kholodkova, Е. M.; Metreveli, A. K.; Metreveli, P. K.; Erasov, V. S.; Bludenko, A. V.; Chulkov, V. N.

    2011-11-01

    Influence of both the absorbed dose and the dose rate of 8 MeV electron-beam radiation on destruction of microcrystalline cellulose, pine lignin and krill chitin was investigated. Two conversion modes were compared: (1) post-radiation distillation PRD and (2) electron-beam distillation EBD. Cellulose, chitin and lignin demonstrate different responses to irradiation and distillation in PRD and EBD modes. Treatment in EBD mode transforms biopolymers to organic liquid more productively than conventional dry distillation and treatment in PRD mode. Both radiation heating and an irradiation without heating intensify chitin and cellulose decomposition and distillation. At the same time lignin decaying rather efficiently in EBD mode appears to be insensitive to a preliminary irradiation in PRD mode up to a dose of 2.4 MGy.

  5. An approach on defining competency in evidence-based dentistry.

    PubMed

    Marshall, T A; Straub-Morarend, C L; Guzman-Armstrong, S; McKernan, S C; Marchini, L; Handoo, N Q; Cunningham, M A

    2017-03-06

    Assessment of evidence-based dentistry (EBD) knowledge and behaviour is hampered by lack of explicit competency criteria. This void impedes instructional design and assessment of student growth during the educational process. Knowledge and cognitive domains supporting educational objectives in a pre-doctoral dental programme were identified for each level of the EBD five-step process. We articulated educational objectives with behavioural expectations for each level of skill acquisition at each step of the EBD process. Outcome evaluation criteria identify students' progressive level of skill acquisition from novice to expert. The educational objectives, type of knowledge, and nature of the cognitive process supporting these objectives are presented for each step of the EBD process. For example, educational objectives of the "Ask" step include (i) to construct a question from the patient presentation and knowledge limitations that addresses the clinical problem and (ii) to articulate the Problem, Intervention/Exposure, Comparison, Outcome (PICO) components. Achievement of these objectives requires both factual information regarding the PICO format and the cognitive process of understanding. Educational outcome criteria consistent with a competent clinician include clear articulation of the PICO with identifiable pieces that relate to the clinical situation. Assessment strategies for progression towards EBD competency are limited due to the complexity associated with evaluating EBD knowledge and behaviours. To evaluate performance, the EBD academic community must define competency expectations for entry into unsupervised general dental practice. This framework offers measurable outcome evaluation criteria to initiate a conversation with academic peers regarding current gaps in EBD assessment. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  6. Use of Mental Health Services by Children Ages Six to 11 With Emotional or Behavioral Difficulties.

    PubMed

    Simon, Alan E; Pastor, Patricia N; Reuben, Cynthia A; Huang, Larke N; Goldstrom, Ingrid D

    2015-09-01

    The authors reported use of mental health services among children in the United States between ages six and 11 who were described by their parents as having emotional or behavioral difficulties (EBDs). Using data from the 2010-2012 National Health Interview Survey, the authors estimated the national percentage of children ages six to 11 with serious or minor EBDs (N=2,500) who received treatment for their difficulties, including only mental health services other than medication (psychosocial services), only medication, both psychosocial services and medication, and neither type of service. They calculated the percentage of children who received school-based and non-school-based psychosocial services in 2011-2012 and who had unmet need for psychosocial services in 2010-2012. In 2010-2012, 5.8% of U.S. children ages six to 11 had serious EBDs and 17.3% had minor EBDs. Among children with EBDs, 17.8% were receiving both medication and psychosocial services, 28.8% psychosocial services only, 6.8% medication only, and 46.6% neither medication nor psychosocial services. Among children with EBDs in 2011-2012, 18.6% received school-based psychosocial services only, 11.4% non-school-based psychosocial services only, and 17.3% both school- and non-school-based psychosocial services. In 2010-2012, 8.2% of children with EBDs had unmet need for psychosocial services. School-age children with EBDs received a range of mental health services, but nearly half received neither medication nor psychosocial services. School-based providers played a role in delivering psychosocial services, but parents reported an unmet need for psychosocial services among some children.

  7. Evans Blue Dye as an in vivo marker of myofibre damage: optimising parameters for detecting initial myofibre membrane permeability.

    PubMed

    Hamer, P W; McGeachie, J M; Davies, M J; Grounds, M D

    2002-01-01

    Evans Blue Dye (EBD) is widely used to study cellular membrane permeability and has recently been utilised in mdx mice to identify permeable skeletal myofibres that have become damaged as a result of muscular dystrophy. EBD has the potential to be a useful vital stain of myofibre permeability in other models of skeletal muscle injury and membrane-associated fragility. The parameters for its use for such purposes were optimised in the present study, of particular interest is the use of EBD to identify the onset of muscle damage. This study compared intravenous vs. intraperitoneal injection; tissue fixation; volume of EBD; time of availability in tissue; and persistence after injection in mdx mice (with endogenous muscle damage) and control mice. Satisfactory labelling of permeable myofibres was seen in frozen sections viewed with fluorescence microscopy when intraperitoneal injection of a 1% EBD solution injected at 1% volume relative to body mass was administered between 16 and 24 h prior to tissue sampling. EBD labelling was then assessed in three mouse models of experimental injury and repair-cut injury, whole muscle grafts, and exercise-induced muscle damage. These experiments demonstrated that (i) following a cut injury across myofibres, EBD penetrated up to 150 microm from the injury site over a 20-h period; (ii) EBD was present throughout myofibres of avascular whole muscle graft by one day after transplantation; and (iii) damaged myofibres were detected within 20 min after controlled lengthening-contraction exercise. This simple and inexpensive technique has sensitivity for the detection of increased myofibre permeability and/or sublethal damage that has advantages over other traditional histological techniques at the light microscopy level.

  8. American Dental Association evidence-based dentistry website.

    PubMed

    Richards, Derek

    2009-01-01

    In March 2009, the American Dental Association (ADA) launched a new evidence-based dentistry (EBD) website (ebd.ada.org). The site has been established to provide the dental profession with access to evidence from high-quality systematic reviews and is supported by a grant from the National Library of Medicine and the National Institute for Dental and Craniofacial Research(Grant Number G08 LM008956).

  9. Use of Mental Health Services by Children Ages Six to 11 With Emotional or Behavioral Difficulties

    PubMed Central

    Simon, Alan E.; Pastor, Patricia N.; Reuben, Cynthia A.; Huang, Larke N.; Goldstrom, Ingrid D.

    2015-01-01

    Objective The authors reported use of mental health services among children in the United States between ages six and 11 who were described by their parents as having emotional or behavioral difficulties (EBDs). Methods Using data from the 2010–2012 National Health Interview Survey, the authors estimated the national percentage of children ages six to 11 with serious or minor EBDs (N=2,500) who received treatment for their difficulties, including only mental health services other than medication (psychosocial services), only medication, both psychosocial services and medication, and neither type of service. They calculated the percentage of children who received school-based and non–school-based psychosocial services in 2011–2012 and who had unmet need for psychosocial services in 2010–2012. Results In 2010–2012, 5.8% of U.S. children ages six to 11 had serious EBDs and 17.3% had minor EBDs. Among children with EBDs, 17.8% were receiving both medication and psychosocial services, 28.8% psychosocial services only, 6.8% medication only, and 46.6% neither medication nor psychosocial services. Among children with EBDs in 2011–2012, 18.6% received school-based psychosocial services only, 11.4% non–school-based psychosocial services only, and 17.3% both school- and non–school-based psychosocial services. In 2010–2012, 8.2% of children with EBDs had unmet need for psychosocial services. Conclusions School-age children with EBDs received a range of mental health services, but nearly half received neither medication nor psychosocial services. School-based providers played a role in delivering psychosocial services, but parents reported an unmet need for psychosocial services among some children. PMID:25975889

  10. 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

  11. Integrating critical thinking and evidence-based dentistry across a four-year dental curriculum: a model for independent learning.

    PubMed

    Marshall, Teresa A; Straub-Morarend, Cheryl L; Handoo, Nidhi; Solow, Catherine M; Cunningham-Ford, Marsha A; Finkelstein, Michael W

    2014-03-01

    Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

  12. Myofiber Damage Evaluation by Evans Blue Dye Injection.

    PubMed

    Wooddell, Christine I; Radley-Crabb, Hannah G; Griffin, Jacob B; Zhang, Guofeng

    2011-12-01

    Evans blue dye (EBD) can be used in live mice to study muscle pathology or injury, including exercise-induced muscle damage. EBD is excluded from intact cell membranes but leaks into cells, including muscle fibers, when the cell membrane is ruptured. EBD can be visualized by its autofluorescence under a fluorescence microscope. EBD-stained myofibers can be quantified from microscope images of muscle cross-sections. These myofibers are often in clusters that lend themselves to morphometric analysis. When the damaged myofibers are interspersed among intact myofibers, however, a more suitable approach is to count individual myofibers in the field of view. A much faster approach to measure EBD in muscles from different strains of mice or between treatment groups is to extract the EBD from muscle samples and quantitate it using a spectrophotometric microplate reader. The advantages and disadvantages of using each of these approaches are discussed here. Curr. Protoc. Mouse Biol. 1:463-488 © 2011 by John Wiley & Sons, Inc. Copyright © 2011 John Wiley & Sons, Inc.

  13. Endoscopic Papillary Balloon Dilation with Large Balloon after Limited Sphincterotomy for Retrieval of Choledocholithiasis

    PubMed Central

    Bang, Seungmin; Kim, Myoung Hwan; Park, Jeong Youp; Park, Seung Woo; Song, Si Young

    2006-01-01

    Endoscopic papillary balloon dilation (EBD) for choledocholithiasis is known to be comparable to endoscopic sphincterotomy (EST) especially in cases of small stones. With larger stones, EBD with conventional balloon, which have a diameter of 6-8 mm, was reported as less effective for extraction of stones. We evaluated the efficacy and complications of EBD with large balloons (10-15 mm) after limited EST for retrieval of choledocholithiasis. From February 2005, we have performed EBD with limited EST for retrieval of common bile duct (CBD) stones. The patients who admitted with hyperamylasemia and gallstone pancreatitis were excluded. In cases without CBD dilation, EPBD with 12 mm for 40 seconds was performed. And in cases with CBD dilation, we dilated the sphincters with 15 mm sized balloon for 40 seconds. Total 22 patients (11 of male) were performed EBD with limited EST for retrieval of CBD stones. The median diameter of the stones was 10 mm (5-25 mm). Ten cases had multiple stones and 6 cases periampullary diverticuli. Successful stone removal in the initial session of ERCP with EBD was accomplished in 16 patients (72.7%). And complete retrieval of bile duct stones was achieved in all patients with repeated ERCP. In the aspect of complications, any episodes of perforation, bleeding was not developed. Only one case of mild grade of post-procedural pancreatitis was noted. However, post-procedural hyperamylasemia was developed in 16 cases (68.2%). EBD with larger balloon seems to be a feasible and safe alternative technique for conventional EST in CBD stone extraction. PMID:17191309

  14. Mock-ups as "interactive laboratories": mixed methods research using inpatient unit room mock-ups.

    PubMed

    Watkins, Nicholas; Myers, Donald; Villasante, Ronald

    2008-01-01

    To establish evidence-based design (EBD) guidelines for inpatient rooms at Department of Veterans Affairs (VA) facilities. Simulation allows clients, designers, and researchers to visualize how users might interact with a proposed design before actual construction of the design. This study used mock-ups as a simulation technique during a study of the VA inpatient room standards. The participants used the inpatient room mock-ups as "interactive laboratory" environments to maximize opportunities for participatory design, qualitative research, and quantitative research of project-specific EBD solutions. The research used questionnaires, scenarios, on-demand modifications, and observations to evaluate and confirm EBD solutions for inpatient room mock-ups. A total of 71 participants responded to a questionnaire administered across five mock-up work sessions. These 71 participants consisted of administrators, nurses, physicians, support staff, environment and maintenance staff, and patient and staff safety representatives from throughout the VA healthcare system. EBD solutions were tested, evaluated, and modified for each inpatient room type and were applicable to two or more of the inpatient room types. The latter included the location of patient beds and standard headwall position, technology and spaces for nurse charting activities, clearances (e.g., equipment, wheelchair, and bariatric patient), universal rooms, and patient and family amenities. Also, EBD solutions were tested, validated, and modified to the needs of each inpatient room. The mock-ups allowed researchers and designers to evaluate and confirm EBD solutions and strategies for the development of VA inpatient room standards. When used as a means for mixed-methods research, mock-ups can successfully integrate research and design during project-related work. EBD research using mock-ups not only addresses project- or organization-specific concerns, but it may contribute to the knowledge base of the

  15. Self-Perceived Knowledge, Skills, Attitudes, and Use of Evidence-Based Dentistry Among Practitioners Transitioning to Dental Educators.

    PubMed

    Ciancio, Mae J; Lee, Michelle M; Krumdick, Nathaniel D; Lencioni, Catherine; Kanjirath, Preetha P

    2017-03-01

    Dental practitioners transitioning to dental educators (PTEs) have an integral role in dental education. While PTEs intrinsically apply some form of evidence-based dentistry (EBD) in patient care, it may not be a standardized, systematic approach. The aims of this study were to determine the self-perceived knowledge, skills, attitudes, and behaviors of PTEs regarding EBD at one U.S. dental school and to identify areas where formal calibration may be warranted to facilitate their competence and confidence as dental educators. Participants voluntarily completed a 32-question survey regarding their EBD training and self-perceived EBD skills in several areas: use of the clinical evidence pyramid; systematic, objective, and critical appraisal of the evidence; application of the evidence to patient care; and integrating clinical expertise, scientific evidence, and patient's preferences to formulate a treatment plan. The PTEs were invited to participate in the anonymous survey during regularly scheduled calibration sessions held between May and July 2014. After study information was distributed, 100% of the attendees (n=43) completed the survey. The percentage of total PTEs at the school could not be calculated. Of the responding PTEs, 69% rated themselves better than satisfactory (70% proficiency) in their knowledge, skills, and attitudes regarding EBD skills application. However, only 33-42% of the respondents indicated that they frequently used the evidence pyramid and systematically, objectively, and critically appraised the evidence, even though 65% indicated they applied the evidence to improve patient care over 70% of the time. In addition, the participating PTEs identified a need for more frequent use of formal EBD skills. Providing case-based EBD projects involving PTEs as mentors may provide more opportunities for the judicious and effective use of these important skills and may improve PTEs' self-perceived confidence.

  16. 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

  17. DNA damage induced by three major metabolites of 1,3-butadiene in human hepatocyte L02 cells.

    PubMed

    Zhang, Pan-Pan; Wen, Ying; An, Jing; Yu, Ying-Xin; Wu, Ming-Hong; Zhang, Xin-Yu

    2012-09-18

    1,3-Butadiene (BD) is a carcinogenic air pollutant. Its bioactivation produces four major metabolites, i.e., 3,4-epoxy-1-butene (EB), 3,4-epoxy-1,2-butanediol (EBD), 1,2,3,4-diepoxybutane (DEB), and 3-butene-1,2-diol (BDD). Studies have been mostly focused on DEB due to its strong mutagenicity/carcinogenicity. In contrast, studies of genotoxicity of EB, EBD, and BDD have been limited. In particular, genotoxicity of EBD and BDD using strand breaks as the endpoint has not been investigated. To obtain a more complete understanding of BD toxicity, in the present study, we used comet assay to investigate DNA damage induced by EB, EBD, and BDD in human hepatocyte L02 cells, with the aim to determine their relative potencies, the types of DNA damage, and the possible pathway to form strand breaks. Using alkaline comet assay (pH>13), it was observed that EB and EBD caused similar concentration-dependent increases in DNA migration from 50 to 1000μM. However, BDD induced a statistically significant increase only at 1000μM, and the increase itself was very small. EBD was as potent as EB at lower concentrations (≤200μM), and was slightly less potent than EB at higher concentrations. The results indicated that these metabolites could generate strand breaks in cells with the rank order of the potencies being EB>≈EBD≫BDD. All three compounds failed to cause statistically significant increases in DNA migration in pre-lysed cells, suggesting that they did not produce strand breaks through chemical pathways under our experimental conditions. By using comet assays at pH 11.9 and pH 9, it was demonstrated that EB and EBD generated both single-strand breaks (SSB) and alkali-labile sites, but BDD produced only SSB. To our knowledge, this is the first report to investigate EBD- and BDD-induced strand breaks in cells. The results implied that EBD could play an important role in toxicity of BD.

  18. Evidence-Based Design and Research-Informed Design.

    PubMed

    Peavey, Erin; Vander Wyst, Kiley B

    2017-01-01

    This article provides critical examination and comparison of the conceptual meaning and underlying assumptions of the concepts evidence-based design (EBD) and research-informed design (RID) in order to facilitate practical use and theoretical development. In recent years, EBD has experienced broad adoption, yet it has been simultaneously critiqued for rigidity and misapplication. Many practitioners are gravitating to the term RID to describe their method of integrating knowledge into the design process. However, the term RID lacks a clear definition and the blurring of terms has the potential to weaken advances made integrating research into practice. Concept analysis methods from Walker and Avant were used to define the concepts for comparison. Conceptual definitions, process descriptions, examples (i.e., model cases), and methods of evaluation are offered for EBD and RID. Although EBD and RID share similarities in meaning, the two terms are distinct. When comparing evidence based (EB) and research informed, EB is a broad base of information types (evidence) that are narrowly applied (based), while the latter references a narrow slice of information (research) that is broadly applied (informed) to create an end product of design. Much of the confusion between the use of the concepts EBD and RID arises out of differing perspectives between the way practitioners and academics understand the underlying terms. The authors hope this article serves to generate thoughtful dialogue, which is essential to the development of a discipline, and look forward to the contribution of the readership.

  19. Comparison of device structures for the dielectric breakdown measurement of hexagonal boron nitride

    NASA Astrophysics Data System (ADS)

    Hattori, Yoshiaki; Taniguchi, Takashi; Watanabe, Kenji; Nagashio, Kosuke

    2016-12-01

    Improving the film quality in the synthesis of large-area hexagonal boron nitride films (h-BN) for two-dimensional material devices remains a great challenge. The measurement of electrical breakdown dielectric strength (EBD) is one of the most important methods to elucidate the insulating quality of h-BN. In this work, the EBD of high quality exfoliated single-crystal h-BN was investigated using three different electrode structures under different environmental conditions to determine the ideal electrode structure and environment for EBD measurement. A systematic investigation revealed that EBD is not sensitive to contact force or electrode area but strongly depends on the relative humidity during measurement. Once the measurement environment is properly managed, it was found that the EBD values are consistent within experimental error regardless of the electrode structure, which enables the evaluation of the crystallinity of synthesized h-BN at the microscopic and macroscopic level by utilizing the three different electrode structures properly for different purposes.

  20. The research-design interaction: lessons learned from an evidence-based design studio.

    PubMed

    Haq, Saif; Pati, Debajyoti

    2010-01-01

    As evidence-based design (EBD) emerges as a model of design practice, considerable attention has been given to its research component. However, this overshadows another essential component of EBD-the change agent, namely the designer. EBD introduced a new skill set to the practitioner: the ability to interact with scientific evidence. Industry sources suggest adoption of the EBD approach across a large number of design firms. How comfortable are these designers in integrating research with design decision making? Optimizing the interaction between the primary change agent (the designer) and the evidence is crucial to producing the desired outcomes. Preliminary to examining this question, an architectural design studio was used as a surrogate environment to examine how designers interact with evidence. Twelve students enrolled in a healthcare EBD studio during the spring of 2009. A three-phase didactic structure was adopted: knowing a hospital, knowing the evidence, and designing with knowledge and evidence. Products of the studio and questionnaire responses from the students were used as the data for analysis. The data suggest that optimization of the research-design relationship warrants consideration in four domains: (1) a knowledge structure that is easy to comprehend; (2) phase-complemented representation of evidence; (3) access to context and precedence information; and (4) a designer-friendly vocabulary.

  1. Professionalizing midwifery: exploring medically imagined labor rooms in rural Rajasthan.

    PubMed

    Price, Sara

    2014-12-01

    In India, globalized flows of biomedical discourse like evidence-based delivery practices (EBDs) and new technologies are reshaping the field of reproductive health care. As iterations of evidence-based medicine shift, non-governmental organizations (NGOs) increasingly act as distributive agents for biomedical projects that equate modernized health care spaces and provider-care techniques with a marked improvement in the safety of birth outcomes. In this article, I examine how particular local iterations of EBDs are distributed to skilled birth attendants (SBAs) who have become sites for globalized projects aimed at reshaping their professional designation. I draw on data collected through in-depth ethnographic interviews with SBAs practicing in health centers around southern Rajasthan to explore the dynamics and tensions surrounding the professionalization of midwives and the increasing promotion of EBDs in institutional labor rooms.

  2. Differences in drinking expectancies and motives for regular education and special education high school students with emotional/behavioral disorders.

    PubMed

    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. Across groups, drinkers reported more positive alcohol expectancies than non-drinkers, while non-drinkers reported more negative alcohol expectancies than drinkers. Differences also existed between the regular education and EBD students who drank with respect to coping, conformity, and social motives. Accounting for sample sizes differences, the relationship between alcohol use and negative physical effect was stronger for regular education students, while the relationship between alcohol use and conformity motives was stronger for the EBD group.

  3. 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.

  4. 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.

  5. Language and reading comprehension in middle childhood predicts emotional and behaviour difficulties in adolescence for those with permanent childhood hearing loss.

    PubMed

    Stevenson, Jim; Pimperton, Hannah; Kreppner, Jana; Worsfold, Sarah; Terlektsi, Emmanouela; Mahon, Merle; Kennedy, Colin

    2017-09-05

    Permanent childhood hearing loss (PCHL) is associated with an elevated level of emotional and behaviour difficulties (EBD). In children and adolescents with PCHL, EBD has been found to be linked to language ability in children with PCHL. The present study was designed to test whether childhood language and/or reading comprehension abilities of children with PCHL predict subsequent EBD in adolescence. Language comprehension (LC) and reading comprehension (RC) were measured at ages 6-10 years (Time 1) and 13-20 years (Time 2) in participants with PCHL who preferred to communicate using spoken language (n = 57) and a hearing comparison group (n = 38). EBD was measured at both time points by parent and by teacher ratings on the Strengths and Difficulties Questionnaire. Within the PCHL group there were negative correlations between EBD scores and concurrent LC and RC scores at Time 1 and at Time 2. Cross-lagged latent variable models fitted to the longitudinal data indicated that the associations between LC, RC and teacher-rated EBD were more likely to arise from the impact of LC and RC on behaviour rather than the other way around. In those with PCHL, poor language and reading comprehension in middle childhood increased the risk of emotional and behaviour difficulties at school in the teenage years. The results suggest that effective language and literacy interventions for children with hearing loss may also bring benefits to their mental health. © 2017 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

  6. 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.

  7. 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

  8. An Interactive Online Approach to Teaching Evidence-Based Dentistry with Web 2.0 Technology.

    PubMed

    Zheng, Meixun; Bender, Daniel; Reid, Laura; Milani, Jim

    2017-08-01

    At many dental schools, evidence-based dentistry (EBD) is taught in a traditional lecture format. To avoid the constraints of lectures, in 2012 the EBD unit was redesigned for online delivery at the Arthur A. Dugoni School of Dentistry at the University of the Pacific with a Web 2.0 tool called Voicethread. The aim of this study was to assess the impact of Voicethread-based online learning on students' perceptions of learning EBD, their participation and engagement, and their acceptance of this new online delivery approach. Students' perceptions were collected from two sources: a self-assessment quiz and a question on their self-reported preparedness in EBD from the 2014 American Dental Education Association (ADEA) Survey of Dental School Seniors. The Voicethread analytics tool provided data on students' participation and engagement. Students' responses to the survey questions on the self-assessment quiz provided data on their acceptance of Voicethread-based learning. The average score of the 124 students (91% of total) taking the quiz was 7.3 out of 8. The percentage of students who reported in the 2014 ADEA survey that they were "well prepared" in EBD was 45.2%, compared with the national average of 31.2%. Responses to this question for the Classes of 2013 and 2015, who received instruction in the traditional lecture format, were 35.2% and 34.6%, respectively. With Voicethread, students actively participated and interacted with their peers through questions and answers. They perceived Voicethread to be more effective than other delivery approaches and reported that it made learning more active and engaging. These findings suggest that Voicethread may be an effective tool for students to learn EBD since it adds interactivity to online learning.

  9. 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.

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

    NASA Astrophysics Data System (ADS)

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

    2015-03-01

    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.

  11. 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.

  12. A novel method for blood volume estimation using trivalent chromium in rabbit models

    PubMed Central

    Baby, Prathap Moothamadathil; Kumar, Pramod; Kumar, Rajesh; Jacob, Sanu S.; Rawat, Dinesh; Binu, V. S.; Karun, Kalesh M.

    2014-01-01

    Background: Blood volume measurement though important in management of critically ill-patients is not routinely estimated in clinical practice owing to labour intensive, intricate and time consuming nature of existing methods. Aims: The aim was to compare blood volume estimations using trivalent chromium [51Cr(III)] and standard Evans blue dye (EBD) method in New Zealand white rabbit models and establish correction-factor (CF). Materials and Methods: Blood volume estimation in 33 rabbits was carried out using EBD method and concentration determined using spectrophotometric assay followed by blood volume estimation using direct injection of 51Cr(III). Twenty out of 33 rabbits were used to find CF by dividing blood volume estimation using EBD with blood volume estimation using 51Cr(III). CF is validated in 13 rabbits by multiplying it with blood volume estimation values obtained using 51Cr(III). Results: The mean circulating blood volume of 33 rabbits using EBD was 142.02 ± 22.77 ml or 65.76 ± 9.31 ml/kg and using 51Cr(III) was estimated to be 195.66 ± 47.30 ml or 89.81 ± 17.88 ml/kg. The CF was found to be 0.77. The mean blood volume of 13 rabbits measured using EBD was 139.54 ± 27.19 ml or 66.33 ± 8.26 ml/kg and using 51Cr(III) with CF was 152.73 ± 46.25 ml or 71.87 ± 13.81 ml/kg (P = 0.11). Conclusions: The estimation of blood volume using 51Cr(III) was comparable to standard EBD method using CF. With further research in this direction, we envisage human blood volume estimation using 51Cr(III) to find its application in acute clinical settings. PMID:25190922

  13. Laparoscopic Heller's cardiomyotomy achieved lesser recurrent dysphagia with better quality of life when compared with endoscopic balloon dilatation for treatment of achalasia.

    PubMed

    Chan, S M; Chiu, P W Y; Wu, J C Y; Kwan, S M; Kwong, P Y; Lam, K W; Lo, K K; Tee, M K M; Wong, C P; Teoh, A Y B; Wong, S K H; Ng, E K W

    2013-04-01

    Achalasia is a rare primary motility disorder of esophagus; treatments include endoscopic balloon dilatation (EBD) and laparoscopic Heller's cardiomyotomy (LC). This study compared EBD versus LC for treatment of achalasia with focus on quality of life (QoL) and prevalence of post-treatment gastroesophageal reflux disease. This was a retrospective cohort study of all patients diagnosed with achalasia older than 16 treated with either EBD or LC from January 1998 to April 2008. Patients' demographic data, comorbidities, postintervention GERD symptoms, QoL, recurrence of dysphagia, reintervention rate, hospital stay, and time to resumption of diet were collected. Sixty-eight patients were recruited into the study (EBD n= 50; LC n= 18). A significant improvement in QoL was found in patients undergoing LC (0.917 vs. 0.807, P= 0.006). A higher proportion of patients treated with EBD developed post-treatment gastroesophageal reflux symptoms (60.5% vs. 43.8%) when compared with LC, although statistically insignificant (P= 0.34). Patients treated with balloon dilatation had a greater percentage of recurrence of dysphagia (55.1% vs. 26.7%; P= 0.235) and need of reintervention (42.1% vs. 9.1%; P= 0.045). However, these patients had a shorter median hospital stay (1d [range 0-4]) and earlier resumption of diet (0d [range 0-3]). Although EBD is associated with a quicker perioperative recovery, LC accomplished a better QoL, lower incidence of recurrence of dysphagia, and need of reintervention after treatment for achalasia.

  14. Improvement of energy efficiency and filter technology in the electron beam dry scrubber process

    NASA Astrophysics Data System (ADS)

    Paur, Hanns-R.; Baumann, Werner; Lindner, Wolfgang; Mätzing, Hartmut

    Energy efficiency of the simultaneous removal of NO x and SO 2 from flue gas by the EBDS process may be improved by applying multiple irradiation with intermediate product scrubbing. The product, which is a mixture of ammonium sulphate and nitrate, can be filtered using bag filters and gravel bed filters yielding a by-product which is suitable for agricultural purposes. Due to the recent development of high power accelerators the costs of the EBDS process are now competitive when compared to conventional flue gas treatment methods.

  15. A ratiometric method of autofluorescence correction used for the quantification of Evans blue dye fluorescence in rabbit arterial tissues.

    PubMed

    Murphy, Christopher L; Lever, M John

    2002-03-01

    Evans blue dye (EBD) conjugates with albumin in the circulation and is frequently used to measure vascular protein leakage. The fluorescence of the dye from tissue sections can be used to measure its uptake at very specific anatomical locations, but problems arise with dye quantification because tissue components also fluoresce; so-called autofluorescence. We have measured uptake of EBD by blood vessel walls at various points around the aorto-renal branch of rabbits. High resolution, digitised, fluorescence images of histological sections of artery wall allowed detailed microscopic analysis of EBD accumulation; and a ratiometric method was developed to enable autofluorescence to be separated from EBD fluorescence. When EBD-free tissue sections were illuminated with blue light, the ratio of red to green fluorescence was constant throughout the tissue (0.59 +/- 0.03, mean +/- S.D., n = 32). Therefore, at each individual pixel, the level of red autofluorescence could be determined by multiplying the green intensity at that pixel by the calculated red to green ratio. Since EBD fluorescence was detected only in the red region of the spectrum, intensity values of the dye alone were obtained from EBD-exposed tissue by subtracting the red autofluorescence estimated by this ratiometric method. In such cases the red to green fluorescence ratio was measured from adjacent sites known to be free of EDB (0.59 +/- 0.02, mean +/- S.D., n = 56). We were therefore able to increase the sensitivity of tracer quantification by complete elimination of background autofluorescence on a pixel-by-pixel basis. Use of EBD standards allowed calibration of corrected fluorescence intensities and calculation of mass transfer coefficients for albumin into the artery wall. Spatial variations in the permeability of the artery wall around the renal ostium were detected with the present high resolution technique, with an average mass transfer coefficient of (6.8 +/- 0.9) x 10(-8) cm s(-1) for all

  16. Extension of thickness-dependent dielectric breakdown law on adiabatically compressed ferroelectric materials

    NASA Astrophysics Data System (ADS)

    Shkuratov, Sergey I.; Baird, Jason; Talantsev, Evgueni F.

    2013-02-01

    It is experimentally found that the Eb(d) = γ . d-ξ law describing the thickness-dependent breakdown electric field for solid dielectrics at ambient conditions can be extended for dielectrics in other thermodynamic states. It follows from the experimental results reported herein that the breakdown field, Eb(d), of Pb(Zr0.95Ti0.05)O3 (PZT 95/5) and Pb(Zr0.52Ti0.48)O3 (PZT 52/48) ferroelectrics subjected to explosive adiabatic compression obeys the above-mentioned law in a wide range of voltages, up to 150 kV.

  17. An evidence-based journal club for dental residents in a GPR program.

    PubMed

    Grant, William D

    2005-06-01

    The journal club offers a significant opportunity to serve as both an educational experience but also as a real-world example of the application of the principles and practices of evidence-based dentistry (EBD). Designed around the American Dental Association's recommended four steps in the implementation of the EBD process, the journal clubs are held once per month for GPR residents. The structured process allows residents to formulate answerable clinical questions, track down with maximum efficiency the best evidence with which to answer the questions, critically appraise the evidence for its validity and usefulness, and apply the results of this appraisal in clinical practice as appropriate.

  18. Effects of an Interdependent Group Contingency on the Transition Behavior of Middle School Students With Emotional and Behavioral Disorders.

    PubMed

    Hawkins, Renee O; Haydon, Todd; McCoy, Dacia; Howard, Andrea

    2017-04-06

    An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time. Data revealed significant improvements in student behavior, providing support for implementation of group contingencies for students with EBDs in alternative educational settings and an example of feasible procedures and data collection methods. (PsycINFO Database Record

  19. The Role of Endoscopic Biliary Drainage without Sphincterotomy in Gallstone Patients with Cholangitis and Suspected Common Bile Duct Stones Not Detected by Cholangiogram or Intraductal Ultrasonography

    PubMed Central

    Goong, Hyeon Jeong; Moon, Jong Ho; Lee, Yun Nah; Choi, Hyun Jong; Choi, Seo-Youn; Choi, Moon Han; Kim, Min Jin; Lee, Tae Hoon; Park, Sang-Heum; Lee, Hae Kyung

    2017-01-01

    Background/Aims Treatment for cholangitis without common bile duct (CBD) stones has not been established in patients with gallstones. We investigated the usefulness of endoscopic biliary drainage (EBD) without endoscopic sphincterotomy (EST) in patients diagnosed with gallstones and cholangitis without CBD stones by endoscopic retrograde cholangiopancreatography (ERCP) and intraductal ultrasonography (IDUS). Methods EBD using 5F plastic stents without EST was performed prospectively in patients with gallstones and cholangitis if CBD stones were not diagnosed by ERCP and IDUS. After ERCP, all patients underwent laparoscopic cholecystectomy. The primary outcomes were clinical and technical success. The secondary outcomes were recurrence rate of biliary events and procedure-related adverse events. Results Among 187 patients with gallstones and cholangitis, 27 patients without CBD stones according to ERCP and IDUS received EBD using 5F plastic stents without EST. The stents were maintained in all patients until laparoscopic cholecystectomy, and recurrence of cholangitis was not observed. After cholecystectomy, the stents were removed spontaneously in 12 patients and endoscopically in 15 patients. Recurrence of CBD stones was not detected during the follow-up period (median, 421 days). Conclusions EBD using 5F plastic stents without EST may be safe and effective for the management of cholangitis accompanied by gallstones in patients without CBD stones according to ERCP and IDUS. PMID:28104896

  20. Perspectives on Select Field-Based Experiences for Pre-Service Teachers of Students with Emotional and Behavioural Disorders

    ERIC Educational Resources Information Center

    Short, Maureen N.; Bullock, Lyndal M.

    2013-01-01

    The proficiency with which teachers of students with emotional and behavioural disorders (EBD) plan for, provide instructional activities, and address the challenging behaviour of their students is influenced by the nature of their preservice teacher preparation. The purpose of this study was to examine educators' perceptions of the…

  1. Analysis of an Animal-Assisted Reading Intervention for Young Adolescents with Emotional/Behavioral Disabilities

    ERIC Educational Resources Information Center

    Bassette, Laura A.; Taber-Doughty, Teresa

    2016-01-01

    Teaching students to enjoy reading is important in middle level education; however, middle school students with emotional behavioral disabilities (EBD) frequently struggle with reading skills and frequently display motivational deficits during reading instruction. The purpose of this study was to examine if the presence/absence of a classroom pet…

  2. The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design

    ERIC Educational Resources Information Center

    Bassette, Laura A.; Taber-Doughty, Teresa

    2013-01-01

    Background: Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve…

  3. Prove Them Wrong: Be There for Secondary Students with an Emotional or Behavioral Disability

    ERIC Educational Resources Information Center

    Solar, Ernest

    2011-01-01

    Students with an emotional or behavioral disability (EBD) are sometimes judged and feared based on their label before teachers even meet them. These students are different than other students that walk into a classroom, but they should never be feared. They have had more "loops" in their roller coaster ride of adolescent life than the average…

  4. Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions

    ERIC Educational Resources Information Center

    Lewis, Timothy J.; Scott, Terrance M.; Wehby, Joseph H.; Wills, Howard P.

    2014-01-01

    Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an…

  5. Differentiating Instruction in Co-Taught Classrooms for Students with Emotional/Behaviour Difficulties

    ERIC Educational Resources Information Center

    Conderman, Greg; Hedin, Laura

    2015-01-01

    Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan,…

  6. Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions

    ERIC Educational Resources Information Center

    Lewis, Timothy J.; Scott, Terrance M.; Wehby, Joseph H.; Wills, Howard P.

    2014-01-01

    Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an…

  7. 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,…

  8. 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…

  9. 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,…

  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. 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,…

  12. 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…

  13. The Influence of Schooling on the Aspirations of Young People with Special Educational Needs

    ERIC Educational Resources Information Center

    Casey, Lorraine; Davies, Peter; Kalambouka, Afroditi; Nelson, Nick; Boyle, Bill

    2006-01-01

    The authors investigate the effect of schooling on the aspirations of young people designated as having mild learning difficulties (MLD) or emotional and behavioural difficulties (EBD) in the first large-scale study of its kind in England. Data were collected from parents and their 15/16 year-old children in the final year of their compulsory…

  14. Relations between Secondary Art Teachers' Personal Education Theories and Attitudes about Inclusion

    ERIC Educational Resources Information Center

    Manjack, Sharon Kay

    2011-01-01

    The goal of this study was multifold: to define secondary art teachers. personal practical theories about the purposes of art education; to examine teachers. attitudes toward the inclusion of students with learning disabilities (LD) and those with emotional/behavioral disabilities (EBD) into their classrooms; and to determine the relation between…

  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. Consider the Opportunities: A Response to No Child Left Behind

    ERIC Educational Resources Information Center

    Neel, Richard S.

    2006-01-01

    No Child Left Behind offers many challenges to those who work with children with EBD [emotional and behavioral disorders]. It also offers opportunities never before available for collaboration and cooperation between general and special educators. Two snapshots of opportunities are provided. The first summarizes some of the challenges our field…

  17. Knowledge of evidence-based dentistry among academic dental practitioners of Bhopal, India: a preliminary survey.

    PubMed

    Singh, Aishwarya; Saxena, Sudhanshu; Tiwari, Vidhatri; Tiwari, Utkarsh

    2015-01-01

    This study aimed to characterize the knowledge of evidence-based dentistry (EBD) among dental faculty members in the city of Bhopal in central India. A cross-sectional questionnaire was administered at two dental colleges in Bhopal City. All dental faculty members who were present on the day of the study and who agreed to participate were included in the study. A total of 50 dental faculty members returned the questionnaire. Six Likert-type questions were asked, and the percentages of various responses were used for analysis. Sixteen faculty members (32.0%) strongly agreed that EBD is a process of making decisions based on scientifically proven evidence. Fifteen faculty members (30.0%) strongly disagreed or disagreed with the item stating that the best and quickest way to find evidence is by reading textbooks or asking experienced colleagues. Thirteen faculty members (26.0%) strongly agreed that EBD allows dentists to improve their scientific knowledge and clinical skills. It is recommended that EBD be included in undergraduate and postgraduate curricula and in intensive continuing dental education programs that are conducted for dental faculty members.

  18. Knowledge of evidence-based dentistry among academic dental practitioners of Bhopal, India: a preliminary survey

    PubMed Central

    2015-01-01

    This study aimed to characterize the knowledge of evidence-based dentistry (EBD) among dental faculty members in the city of Bhopal in central India. A cross-sectional questionnaire was administered at two dental colleges in Bhopal City. All dental faculty members who were present on the day of the study and who agreed to participate were included in the study. A total of 50 dental faculty members returned the questionnaire. Six Likert-type questions were asked, and the percentages of various responses were used for analysis. Sixteen faculty members (32.0%) strongly agreed that EBD is a process of making decisions based on scientifically proven evidence. Fifteen faculty members (30.0%) strongly disagreed or disagreed with the item stating that the best and quickest way to find evidence is by reading textbooks or asking experienced colleagues. Thirteen faculty members (26.0%) strongly agreed that EBD allows dentists to improve their scientific knowledge and clinical skills. It is recommended that EBD be included in undergraduate and postgraduate curricula and in intensive continuing dental education programs that are conducted for dental faculty members. PMID:26072904

  19. 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.…

  20. Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

    ERIC Educational Resources Information Center

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

    2016-01-01

    This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

  1. 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…

  2. 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…

  3. 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)…

  4. Social Skills Intervention for Students with Emotional/Behavioral Disorders: A Literature Review from the American Perspective

    ERIC Educational Resources Information Center

    Chen, Kaili

    2006-01-01

    This paper presents a part of a research report from a study conducted to investigate the social skills competence of students with emotional/behavioral disorders (E/BD) by the author (Chen, 2004). The purpose of this paper is to review literature published from 1970 through 2004 that are associated with social skills training for students with…

  5. Evidence-Based Diagnosis: Incorporating Diagnostic Instruments into Clinical Practice

    ERIC Educational Resources Information Center

    Doss, Amanda Jensen

    2005-01-01

    This article is intended to serve as a practical guide for practitioners interested in incorporating evidence-based diagnosis (EBD) instruments into their clinical practices to refine the diagnostic process. Three measures are used to illustrate this process, the DISC-IV (Shaffer et al., 2000), the Schedule for Affective Disorders and…

  6. Neuropsychological Characteristics of Special Education Students with Serious Emotional/Behavioral Disorders

    ERIC Educational Resources Information Center

    Mattison, Richard E.; Hooper, Stephen R.; Carlson, Gabrielle A.

    2006-01-01

    Special education, elementary school students with emotional/behavioral disorders (EBD) were investigated for neuropsychological deficits with the NEPSY battery. Over half (54%) scored two or more standard deviations below the test mean on at least one of the four functional domains, especially Language and Attention/Executive Functions. The NEPSY…

  7. 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…

  8. What Are They Thinking? The Moral Judgment of Children with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hardman, Elizabeth L.

    2015-01-01

    This study was conducted to describe the moral judgment of 12 third- through fifth-grade children with and without emotional and behavioral disorders (EBD) and to explore how feelings affected their thought processes. Data were gathered via three individually conducted moral dilemma interviews with each child participant. These procedures produced…

  9. Nitric oxide donors improve prednisone effects on muscular dystrophy in the mdx mouse diaphragm.

    PubMed

    Mizunoya, Wataru; Upadhaya, Ritika; Burczynski, Frank J; Wang, Guqi; Anderson, Judy E

    2011-05-01

    In Duchenne muscular dystrophy (DMD), palliative glucocorticoid therapy can produce myopathy or calcification. Since increased nitric oxide synthase activity in dystrophic mice promotes regeneration, the outcome of two nitric oxide (NO) donor drugs, MyoNovin (M) and isosorbide dinitrate (I), on the effectiveness of the anti-inflammatory drug prednisone (P) in alleviating progression of dystrophy was tested. Dystrophic mdx mice were treated (18 days) as controls or with an NO donor ± P. Fiber permeability and DNA synthesis were labeled by Evans blue dye (EBD) and bromodeoxyuridine uptake, respectively. P decreased body weight gain, M increased quadriceps mass, and I increased heart mass. P increased fiber permeability (%EBD+ fibers) and calcification in diaphragm. Treatment with NO donors + P (M+P, I+P) reduced %EBD+ fibers and calcification vs. P alone. %EBD+ fibers in M+P diaphragm did not differ from control. NO donor treatment reduced proliferation and the population of c-met+ cells and accelerated fiber regeneration. Concurrent with P, NO donor treatment suppressed two important detrimental effects of P in mice, possibly by accelerating regeneration, rebalancing satellite cell quiescence and activation in dystrophy, and/or increasing perfusion. Results suggest that NO donors could improve current therapy for DMD.

  10. The Education of Students with Emotional and Behavior Disabilities in Australia: Current Trends and Future Directions

    ERIC Educational Resources Information Center

    Cumming, Therese M.

    2012-01-01

    A discussion about the current state of special education, more specifically the field of emotional and behavior disabilities (EBD), in Australia cannot take place without first providing an overview of the Australian education system. Education comes under the jurisdiction of state and territory responsibility. The federal government coordinates…

  11. A Corrective Teaching Approach to Replace Undesired Behaviors in Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Cortez, Edith Garcia; Malian, Ida M.

    2013-01-01

    Students with emotional and behavioral disorders (EBD) typically exhibit significant behavioral excesses or deficits that interfere with their learning and sometimes that of their peers in the classroom. These behaviors can generally be described as either external and easily noticed (e.g., disruption, aggression) or internal and easily overlooked…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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).…

  17. Anisotropic Dielectric Breakdown Strength of Single Crystal Hexagonal Boron Nitride.

    PubMed

    Hattori, Yoshiaki; Taniguchi, Takashi; Watanabe, Kenji; Nagashio, Kosuke

    2016-10-11

    Dielectric breakdown has historically been of great interest from the perspectives of fundamental physics and electrical reliability. However, to date, the anisotropy in the dielectric breakdown has not been discussed. Here, we report an anisotropic dielectric breakdown strength (EBD) for h-BN, which is used as an ideal substrate for two-dimensional (2D) material devices. Under a well-controlled relative humidity, EBD values in the directions both normal and parallel to the c axis (EBD⊥c and EBD∥c) were measured to be 3 and 12 MV/cm, respectively. When the crystal structure is changed from sp(3) of cubic-BN (c-BN) to sp(2) of h-BN, EBD⊥c for h-BN becomes smaller than that for c-BN, while EBD∥c for h-BN drastically increases. Therefore, h-BN can possess a relatively high EBD concentrated only in the direction parallel to the c axis by conceding a weak bonding direction in the highly anisotropic crystal structure. This explains why the EBD∥c for h-BN is higher than that for diamond. Moreover, the presented EBD value obtained from the high quality bulk h-BN crystal can be regarded as the standard for qualifying the crystallinity of h-BN layers grown via chemical vapor deposition for future electronic applications.

  18. Language Competence and Social Behavior of Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Rinaldi, Claudia

    2003-01-01

    This study was designed to explore a model of communicative competence (Abbeduto & Nuccio, 1989) and identify whether its components could (a) predict pragmatic language difficulties for children with emotional or behavioral disorders (E/BD) and (b) describe the semantic, syntactic, and pragmatic language ability as well as the social skills of…

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. Irish Physical Educators' Attitude toward Teaching Students with Special Educational Needs

    ERIC Educational Resources Information Center

    Meegan, Sarah; MacPhail, Ann

    2006-01-01

    This study examined the relationship among the specific special educational needs (SEN) of emotional/behavioural disorder (EBD), specific learning disabled (SLD), mild-moderate mentally impaired (MMMI), and moderate-severe mentally impaired (MSMI) and the selected attributes of gender, academic preparation and previous experience in teaching…

  8. The Perceptions of Urban School Principals Regarding the Education of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Anoh, Jean-Dominique Herve

    2013-01-01

    This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the…

  9. The Effects of a Dog Reading Visitation Program on Academic Engagement Behavior in Three Elementary Students with Emotional and Behavioral Disabilities: A Single Case Design

    ERIC Educational Resources Information Center

    Bassette, Laura A.; Taber-Doughty, Teresa

    2013-01-01

    Background: Children with emotional and behavioral disabilities (EBD) struggle with behavioral problems during reading activities in school. One way to address these concerns may be through dog reading programs which are increasing in popularity in schools and libraries. Preliminary anecdotal research suggests dog reading programs may improve…

  10. Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders

    ERIC Educational Resources Information Center

    Maag, John W.; Anderson, Jean M.

    2006-01-01

    This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions…

  11. 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…

  12. Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive Behavior in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Evans, Chan; Weiss, Stacy L.

    2014-01-01

    The use of a school wide positive behavior intervention and support (PBIS) framework is well established as a beneficial model for the majority of students taught in general education classrooms (e.g., Bradshaw, Mitchell, & Leaf, 2010). Some students, whether at-risk for or school-identified with emotional behavioral disorders (EBD) or other…

  13. 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,…

  14. Behavioral Momentum during a Continuous Reading Task: An Exploratory Study

    ERIC Educational Resources Information Center

    Vostal, Brooks R.; Lee, David L.

    2011-01-01

    Adolescents with emotional and behavioral disorders (EBD) often fail to master literacy skills, in part because disruptive behaviors interfere with task engagement and persistence. The theory of behavioral momentum explains the persistence of behavior in the face of changing environmental conditions. The current exploratory study examined…

  15. Effects of Oral Reading Fluency on Students with Emotional and Behavioral Disorders' Latency to Continue Reading

    ERIC Educational Resources Information Center

    Vostal, Brooks R.; Lee, David L.

    2015-01-01

    Adolescents with Emotional and Behavioral Disorders (EBD) present deficits in literacy skills, in part because their disruptive behaviors interfere with task engagement. Antecedent manipulations, such as those based on behavioral momentum theory, can increase students' contact with reinforcement, leading to greater task engagement. This study…

  16. 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…

  17. 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…

  18. An Exploration of a Public Day School for Students with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Abdulalim, Latif

    2014-01-01

    This study examined programming practices that have identified in the research as critical for school success for students with emotional and behavioral disorders (EBD). Secondary purposes of the study were to identify the extent to which these practices were used and to examine student social/emotional and academic outcome data in a public day…

  19. Reducing Overload in Students with Learning and Behavioral Disorders: The Role of Assistive Technology

    ERIC Educational Resources Information Center

    Parette, Howard P., Jr.; Crowley, E. Paula; Wojcik, Brian W.

    2007-01-01

    The academic and social demands of school and classroom environments place unique demands on students with emotional and behavioral disorders (EBD). Assistive technologies provide a resource that largely remains untapped in the management of behaviors. This article outlines four tips teachers may use as they select from an array of assistive…

  20. Disproportionality of English Learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities

    ERIC Educational Resources Information Center

    Gage, Nicholas; Gersten, Russell; Sugai, George; Newman-Gonchar, Rebecca

    2013-01-01

    Disproportionate representation of English learners in special education has been a longstanding and ongoing concern. However, research examining disproportionate representation of English learners receiving special education services for emotional and/or behavioral disorders (EBD) has been limited. To address this gap, a meta-analysis of…

  1. Increasing Secondary Teachers' Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention

    ERIC Educational Resources Information Center

    Hawkins, Shannon M.; Heflin, L. Juane

    2011-01-01

    Teachers working with students with emotional/behavioral disorders (EBD) in elementary schools can be helped to increase use of an important behavioral strategy, behavior-specific praise statements (BSPS). Unfortunately, teachers' behaviors return to baseline levels when researchers leave, and little is known about the use of praise on high school…

  2. Improving the Consistency of Interventions in a Public Middle School Therapeutic Program for Students with Severe Emotional/Behavioral Disorders.

    ERIC Educational Resources Information Center

    Pelton, Robert P.

    This study was designed to improve teachers' abilities to respond effectively to 8 students with emotional and behavior disorders (EBD) in a self-contained class in a public middle school through the implementation of individualized treatment plans (ITPs), a form of individualized behavior plans. ITPs are intended to stimulate staff to think…

  3. Working Together: Lessons Learned from School, Family, and Community Collaborations

    ERIC Educational Resources Information Center

    Cohen, Robert; Linker, Julie A.; Stutts, Liza

    2006-01-01

    Recent advances in treatment modalities and the manner in which services are organized have made it possible to serve children with severe emotional or behavioral disorders (EBD) in a more responsive and less restrictive manner. Current approaches rely on collaboration among child-serving agencies as well as between parents and service providers.…

  4. 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…

  5. The Wraparound Approach for Students with Emotional and Behavioral Disorders: Opportunities for School Psychologists

    ERIC Educational Resources Information Center

    Quinn, Kevin P.; Lee, Virginia

    2007-01-01

    Students with significant emotional and behavioral disorders (EBD) present school personnel with complex challenges. For those students who present especially pervasive and chronic challenges, the National Association of School Psychologists (NASP) has recommended comprehensive assessments and interventions that empower families and involve close…

  6. Relations between Secondary Art Teachers' Personal Education Theories and Attitudes about Inclusion

    ERIC Educational Resources Information Center

    Manjack, Sharon Kay

    2011-01-01

    The goal of this study was multifold: to define secondary art teachers. personal practical theories about the purposes of art education; to examine teachers. attitudes toward the inclusion of students with learning disabilities (LD) and those with emotional/behavioral disabilities (EBD) into their classrooms; and to determine the relation between…

  7. Classroom-Based Functional Analysis and Intervention for Students with Emotional/Behavioral Disorders

    ERIC Educational Resources Information Center

    Wright-Gallo, Glenna L.; Higbee, Thomas S.; Reagon, Kara A.; Davey, Bryan J.

    2006-01-01

    We conducted functional analyses of disruptive behavior in a classroom setting for two students of typical intelligence with emotional/behavioral disorders (E/BD) using the classroom teacher to implement functional analysis conditions. The functional analyses suggested that both participants' disruptive behavior was maintained by escape from task…

  8. Eye-Tracking: An Alternative Vigilance Detector

    DTIC Science & Technology

    2011-12-01

    CLASSIFICATION OF: 17. LIMITATION OF ABSTRACT 18. NUMBER OF PAGES 19a. NAME OF RESPONSIBLE PERSON Suzanne Smith a. REPORT U...software recorded a variety of measurements including eye-blink duration (EBD), eye-blink frequency (EBF), eye-blink velocity ( EBV ), percentage of time

  9. After High School: The Status of Youth with Emotional and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Walker, Rhonda; Bunsen, Teresa D.

    1995-01-01

    This literature review examined the current status of young adults with emotional/behavioral disorders (EBD) two to five years after leaving high school, in employment, residential environment, social and interpersonal networks, dependency, and learned helplessness. Suggestions for school-implemented community adjustment programs are offered. (DB)

  10. 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…

  11. 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 with…

  12. Factors That Affect the Success of Students with Emotional and Behavioral Disorders in Inclusive Placements

    ERIC Educational Resources Information Center

    Arseneau, Naomi

    2012-01-01

    Over the last several decades, inclusive placements for students with disabilities have become increasingly common. Although benefits are associated with inclusion, questions remain about the effectiveness of these placements for students with Emotional/Behavioral Disorders (E/BD). As a result of the move toward more inclusive placements, the…

  13. Mindfulness for Students Classified with Emotional/Behavioral Disorder

    ERIC Educational Resources Information Center

    Malow, Micheline S.; Austin, Vance L.

    2016-01-01

    A six-week investigation utilizing a standard mindfulness for adolescents curriculum and norm-based standardized resiliency scale was implemented in a self-contained school for students with Emotional/Behavioral Disorders (E/BD). Informal integration of mindfulness activities into a classroom setting was examined for ecological appropriateness and…

  14. The Effects of Positive Verbal Reinforcement on the Time Spent outside the Classroom for Students with Emotional and Behavioral Disorders in a Residential Setting

    ERIC Educational Resources Information Center

    Kennedy, Christina; Jolivette, Kristine

    2008-01-01

    To more effectively instruct the entire class, teachers of students with emotional behavioral disorders (EBD) often choose to send students who display inappropriate behavior out of the room. A multiple baseline across settings was used to evaluate the effects of increasing teacher positive verbal reinforcement on the amount of time 2 students…

  15. Effects of an Interdependent Group Contingency on the Transition Behavior of Middle School Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hawkins, Renee O.; Haydon, Todd; McCoy, Dacia; Howard, Andrea

    2017-01-01

    An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three…

  16. 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,…

  17. 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…

  18. Parental Perceptions of Effective Educators for Emotionally Impaired Students

    ERIC Educational Resources Information Center

    Folske-Starlin, Helane

    2017-01-01

    The voices of families with children identified as EBD needed to be heard. This dissertation study allowed those families to express their joys, needs and concerns. Included with the voices of families are the voices of educators that are teaching a struggling population of children and usually in an inclusive classroom. This dissertation study…

  19. Considerations for Establishing a Multi-Tiered Problem-Solving Model for Students with Autism Spectrum Disorders and Comorbid Emotional-Behavioral Disorders

    ERIC Educational Resources Information Center

    Magyar, Caroline I.; Pandolfi, Vincent

    2012-01-01

    Students with autism spectrum disorders (ASD) present unique programming challenges to school personnel because of the wide variability of clinical symptoms and the high rates of emotional and/or behavior disorders (EBD) that can affect learning outcomes. Currently, there is little empirically based guidance to assist in determining the support…

  20. Service Provisions for Youth with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Dean, Latoya Lavan

    2012-01-01

    Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has mandated transition services to improve supports and ultimately student outcomes. Using data from the National Longitudinal Transition Study-2 (NLTS-2), this secondary analysis…

  1. 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…

  2. Expert-Recommended Strategies for Teaching the Twice-Exceptional Student in the General Education Classroom

    ERIC Educational Resources Information Center

    Moody, Cherylynn Jody

    2014-01-01

    Purpose: The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the…

  3. Collecting Behavioral Data in General Education Settings: A Primer for Behavioral Data Collection

    ERIC Educational Resources Information Center

    Lee, David L.; Vostal, Brooks; Lylo, Brooke; Hua, Youjia

    2011-01-01

    Recent trends toward the inclusion of students with disabilities mean that a majority of students with emotional and behavioral disorders (EBD) now spend at least 40% of their day in general education settings. With this change in location, teachers in general education settings are now asked to perform tasks that were not given much emphasis…

  4. Prove Them Wrong: Be There for Secondary Students with an Emotional or Behavioral Disability

    ERIC Educational Resources Information Center

    Solar, Ernest

    2011-01-01

    Students with an emotional or behavioral disability (EBD) are sometimes judged and feared based on their label before teachers even meet them. These students are different than other students that walk into a classroom, but they should never be feared. They have had more "loops" in their roller coaster ride of adolescent life than the average…

  5. A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hodge, Janie; Riccomini, Paul J.; Buford, Rhonda, Herbst, Maria H.

    2006-01-01

    This article synthesizes findings from previous research on instructional interventions in mathematics for students with emotional and behavioral disorders (EBD). A systematic search of the literature from 1985 through December 2005 yielded 13 studies that met the criteria for inclusion in this review. The review yielded several findings: (a)…

  6. 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)…

  7. 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…

  8. Effects of Student Response Systems on Participation and Learning of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Blood, Erika

    2010-01-01

    This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in…

  9. 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)…

  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. Families and Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Brigham, Fredrick J.; Bakken, Jeffrey P.; Rotatori, Anthony F.

    2012-01-01

    The purpose of the present chapter is to provide an overview of issues facing families of children and youths with emotional and behavioral disorders (EBD). We argue that although much is written about families of individuals with disabilities, comparatively little is known about families with children in this category. We suggest that the…

  12. The Effects of Instruction in Peer-Revision on the Persuasive Writing of Students with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Mills, Sara J.

    2012-01-01

    A growing body of research supports the use of self-regulated strategy development (SRSD) to improve the writing skills of students with emotional and behavioral disorders (EBD). This single subject multiple baseline, multiple probe design study extends this research base by investigating the effects of peer-revision instruction on the persuasive…

  13. Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Walker, Bridget; Clancy, Michaela; Tsai, Shu-Fei; Cheney, Doug

    2013-01-01

    In the past few years researchers have published lists of evidence-based practices that research indicates "should" be in place in programs and supports for students with emotional or behavioral disorders (EBD) (e.g., Farley, Torres, Wailehua, & Cook, 2012; Ryan, Pierce, & Mooney, 2008; Simpson, Peterson, & Smith, 2011). Some…

  14. Considerations for Establishing a Multi-Tiered Problem-Solving Model for Students with Autism Spectrum Disorders and Comorbid Emotional-Behavioral Disorders

    ERIC Educational Resources Information Center

    Magyar, Caroline I.; Pandolfi, Vincent

    2012-01-01

    Students with autism spectrum disorders (ASD) present unique programming challenges to school personnel because of the wide variability of clinical symptoms and the high rates of emotional and/or behavior disorders (EBD) that can affect learning outcomes. Currently, there is little empirically based guidance to assist in determining the support…

  15. 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…

  16. Working Conditions as Risk or Resiliency Factors for Teachers of Students with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Albrecht, Susan Fread; Johns, Beverley H.; Mounsteven, Joyce; Olorunda, Olufunmilola

    2009-01-01

    This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and…

  17. 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,…

  18. Teachers' Beliefs about Maltreatment of Students with Emotional/Behavioral Disorders.

    ERIC Educational Resources Information Center

    Oseroff, Andrew; Oseroff, Carol E.; Westling, David; Gessner, Linda J.

    1999-01-01

    A survey of 556 teachers of students with emotional/behavior disorders (E/BD) found they believed that approximately 38% of students had been abused physically or sexually, 41% had been neglected, and 51% had been abused emotionally. Eighty-two percent related that they had reported maltreatment, most often to administrators. (Author/CR)

  19. 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…

  20. 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…

  1. Comparison of Repeated and Non-Repeated Readings on the Reading Performances of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Escarpio, Raul; Barbetta, Patricia M.

    2016-01-01

    This study used an alternating treatments design to compare the effects of three conditions on the reading fluency, errors, and comprehension of four, sixth-grade students with emotional and behavioral disorders (EBD) who were struggling readers. The conditions were (a) repeated readings in which participants read three times a passage of 100 or…

  2. Drug Use amongst Young People Attending Emotional and Behavioural Difficulty Units during Adolescence: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    McCrystal, Patrick; Percy, Andrew; Higgins, Kathryn

    2007-01-01

    This paper reports on the findings from a longitudinal survey of the drug use behaviours of young people who were attending Emotional and Behavioural Difficulty (EBD) units from the age of 11-16 years. It forms part of the Belfast Youth Development Study, a longitudinal study of adolescent drug use. This paper presents a follow-up report to a…

  3. 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…

  4. Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle

    2016-01-01

    We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

  5. Social Skills Training for Students Who Demonstrate Poor Self-Control

    ERIC Educational Resources Information Center

    Patterson, DaShaunda S.; Jolivette, Kristine; Crosby, Shane

    2006-01-01

    This article presents a scenario which is a classic example of a student becoming frustrated because her needs are not being met. Unequipped to advocate for herself in a socially acceptable manner, Marcy, a 12-year-old, sixth-grade student diagnosed with an emotional and behavioral disorder (EBD), used the most effective strategy in her…

  6. 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…

  7. Peer Relations and Emotion Regulation of Children with Emotional and Behavioural Difficulties with and without a Developmental Disorder

    ERIC Educational Resources Information Center

    Lynn, Sasha; Carroll, Annemaree; Houghton, Stephen; Cobham, Vanessa

    2013-01-01

    Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

  8. Problems Related to Underservice: A Rejoinder

    ERIC Educational Resources Information Center

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

    2009-01-01

    Objective data provide overwhelming evidence that children and youth with emotional and behavioral disorders (EBD) are underidentified and underserved. This was the central argument in our November 2007 Forum article to which Harry, Hart, Klingner, Cramer, and Sturges responded. In this rejoinder, we continue to assert the dramatic need to offer…

  9. The Characteristics and Experiences of Canadian Students Receiving Special Education Services for Emotional/Behavioural Difficulties

    ERIC Educational Resources Information Center

    Whitley, Jessica; Lupart, Judy L.; Beran, Tanya

    2009-01-01

    This paper provides a description of the demographic characteristics as well as the social and academic experiences of a nationally representative sample of Canadian students receiving special education services for an Emotional/Behavioural Difficulty (EBD) and a comparison group of students without disabilities (ND). Data summarized in this…

  10. Social Acceptability of Five Screening Instruments for Social, Emotional, and Behavioral Challenges

    ERIC Educational Resources Information Center

    Harrison, Judith R.; Vannest, Kimberly J.; Reynolds, Cecil R.

    2013-01-01

    Social, emotional, and behavioral (SEB) screening occurs in only two percent of our schools. This is unfortunate because universal screening is linked to prevention and early intervention with emotional and behavioral disorders (EBD) in children and youth, a population who continues to experience a plethora of poor outcomes. The social…

  11. Changing Attitudes: Supporting Teachers in Effectively Including Students with Emotional and Behavioural Difficulties in Mainstream Education

    ERIC Educational Resources Information Center

    Scanlon, Geraldine; Barnes-Holmes, Yvonne

    2013-01-01

    Pupils with emotional and behavioural difficulties (EBD) are often considered the most challenging group to manage within mainstream education. The challenges perceived by teachers may be due, in part, to negative attitudes towards this cohort of pupils, which may exacerbate feelings of inadequacy and impact negatively upon direct interactions…

  12. 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…

  13. Social Skills Intervention for Students with Emotional/Behavioral Disorders: A Literature Review from the American Perspective

    ERIC Educational Resources Information Center

    Chen, Kaili

    2006-01-01

    This paper presents a part of a research report from a study conducted to investigate the social skills competence of students with emotional/behavioral disorders (E/BD) by the author (Chen, 2004). The purpose of this paper is to review literature published from 1970 through 2004 that are associated with social skills training for students with…

  14. A Comparison of the Instructional Context for Students with Behavioral Issues Enrolled in Self-Contained and General Education Classrooms

    ERIC Educational Resources Information Center

    Maggin, Daniel M.; Wehby, Joseph H.; Moore Partin, Tara C.; Robertson, Rachel; Oliver, Reginal M.

    2011-01-01

    Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…

  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 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).…

  17. Leading Inclusive Programs for All Special Education Students: A Pre-Service Training Program for Principals.

    ERIC Educational Resources Information Center

    Collins, Lisa; White, George P.

    This paper describes a model program for training pre-service elementary and secondary school principals in educationally sound and legally defensible inclusion programs extending to students with emotional and behavioral disorders (E/BD). The program has three major objectives: (1) to train pre-service school administrators (principals and…

  18. Mental Health Intervention Teams: A Collaborative Model to Promote Positive Behavioral Support for Youth with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Lambros, Katina M.; Culver, Shirley K.; Angulo, Aidee; Hosmer, Pamela

    2007-01-01

    This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several program divisions within the San Diego Unified School District (SDUSD), namely, the Mental Health…

  19. Special Educators as Intervention Specialists: Dynamic Systems and the Complexity of Intensifying Intervention for Students With Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Sutherland, Kevin S.; Talbott, Elizabeth; Brooks, Debbie S.; Norwalk, Kate; Huneke, Michelle

    2016-01-01

    We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded.…

  20. Comparing Measure of Academic Progress (MAP) and Piers-Harris 2 Scores of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Chisolm, Terrence Rainer

    2015-01-01

    In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Academic achievement scores and self-concept scores for 2007…

  1. Update on endoscopic management of gastric outlet obstruction in children

    PubMed Central

    Chao, Hsun-Chin

    2016-01-01

    Endoscopic balloon dilatation (EBD) and surgical intervention are two most common and effective treatments for gastric outlet obstruction. Correction of gastric outlet obstruction without the need for surgery is an issue that has been tried to be resolved in these decades; this management has developed with EBD, advanced treatments like local steroid injection, electrocauterization, and stent have been added recently. The most common causes of pediatric gastric outlet obstruction are idiopathic hypertrophic pyloric stenosis, peptic ulcer disease followed by the ingestion of caustic substances, stenosis secondary to surgical anastomosis; antral web, duplication cyst, ectopic pancreas, and other rare conditions. A complete clinical, radiological and endoscopic evaluation of the patient is required to make the diagnosis, with complimentary histopathologic studies. EBD are used in exceptional cases, some with advantages over surgical intervention depending on each patient in particular and on the characteristics and etiology of the gastric outlet obstruction. Local steroid injection and electrocauterization can augment the effect of EBD. The future of endoscopic treatment seems to be aimed at the use of endoscopic electrocauterization and balloon dilatations. PMID:27803770

  2. Behavior Modification/Traditional Techniques for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Mooney, Paul; Ryan, Joseph B.; Gunter, Philip L.; Denny, R. Kenton

    2012-01-01

    In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

  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. 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…

  5. 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…

  6. The Prevention of Emotional and Behavioural Difficulties in Schools: Teachers' Suggestions

    ERIC Educational Resources Information Center

    Poulou, Maria

    2005-01-01

    Teachers are highly concerned about students with Emotional and Behavioural Difficulties (EBD). Lately, much emphasis has been given to the field of prevention in schools, through the Competence-Enhancement Perspective. Emotional Intelligence (EI) and Social and Emotional Learning (SEL) provide the necessary skills to be acquired by students. The…

  7. 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…

  8. Peer Relations and Emotion Regulation of Children with Emotional and Behavioural Difficulties with and without a Developmental Disorder

    ERIC Educational Resources Information Center

    Lynn, Sasha; Carroll, Annemaree; Houghton, Stephen; Cobham, Vanessa

    2013-01-01

    Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

  9. Pioneers--The "Engineering byDesign[TM]" Network

    ERIC Educational Resources Information Center

    Burke, Barry N.

    2006-01-01

    This article discusses the standards-based instruction model, Engineering byDesign[TM] (EbD), and a network of teachers called the Engineering byDesign[TM] Network. Engineering byDesign[TM] is the only standards-based national model for Grades K-12 that delivers technological literacy which was developed by the International Technology Education…

  10. 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…

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

    PubMed

    Esteban, F J; Jiménez, A; Barroso, J B; Pedrosa, J A; del Moral, M L; Rodrigo, J; Peinado, M A

    1998-08-01

    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.

  12. 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

  13. Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M.

    2016-01-01

    The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…

  14. Working Conditions as Risk or Resiliency Factors for Teachers of Students with Emotional and Behavioral Disabilities

    ERIC Educational Resources Information Center

    Albrecht, Susan Fread; Johns, Beverley H.; Mounsteven, Joyce; Olorunda, Olufunmilola

    2009-01-01

    This pilot study examined working conditions reported by special education teachers of students with emotional and behavioral disorders (EBD) to identify factors common to teachers likely to leave their positions within the next 2 years and factors common to those likely to stay. Survey responses from an international sample of 776 teachers and…

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

    PubMed Central

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

    2011-01-01

    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 psychometric properties of this widely used and well-researched measure have not been evaluated in samples of youth with ASD. This study evaluated the CBCL’s internal structure, scale reliability, criterion-related validity, and diagnostic accuracy using archival data from a well-characterized sample of youth with ASD (N = 122). Confirmatory factor analyses supported the unidimensionality of the CBCL’s syndrome scales and its Internalizing-Externalizing factor structure. Significance tests indicated that many scales discriminated between two subgroups: a group of individuals with ASD+EBD and a group with ASD alone. Diagnostic accuracy analyses indicated that the CBCL had good sensitivity but low specificity for detecting co-occurring disorders. Results supported the use of the CBCL in conjunction with other clinical data when assessing for EBD in youth with ASD. PMID:22059091

  16. 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…

  17. 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…

  18. Reading Instruction in Secondary Day Treatment and Residential Schools for Youth with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Wilkerson, Kimber L.; Gagnon, Joseph Calvin; Melekoglu, Macid Ayhan; Cakiroglu, Orhan

    2012-01-01

    This study was designed to obtain the first national picture of the characteristics of special educators who provide reading or English instruction in secondary day treatment and residential schools for youth with emotional or behavioral disorders (EBD) as well as their approach to reading instruction. Also, information was collected concerning…

  19. District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School

    ERIC Educational Resources Information Center

    Jolivette, Kristine; Swoszowski, Nicole C.; Josephs, Nikki L.; McDaniel, Sara C.; Ennis, Robin Parks

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE…

  20. Ecological Factors in Social Skill Acquisition: High School Students with Emotional and/or Behavioral Disorders in the United States and Norway

    ERIC Educational Resources Information Center

    Anderson, Sarah K.

    2010-01-01

    The purpose of my study was to develop a grounded theory of the underlying social processes and/or other ecological factors that impact the effectiveness of skill acquisition for students with emotional and/or behavioral disorders (EBD) in "sister" cities located in the United States (Site One) and in Norway (Site Two). Theory…

  1. 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 are at…

  2. 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…

  3. 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…

  4. Disproportionality of English Learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities

    ERIC Educational Resources Information Center

    Gage, Nicholas; Gersten, Russell; Sugai, George; Newman-Gonchar, Rebecca

    2013-01-01

    Disproportionate representation of English learners in special education has been a longstanding and ongoing concern. However, research examining disproportionate representation of English learners receiving special education services for emotional and/or behavioral disorders (EBD) has been limited. To address this gap, a meta-analysis of…

  5. 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…

  6. 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…

  7. Behavioral Momentum during a Continuous Reading Task: An Exploratory Study

    ERIC Educational Resources Information Center

    Vostal, Brooks R.; Lee, David L.

    2011-01-01

    Adolescents with emotional and behavioral disorders (EBD) often fail to master literacy skills, in part because disruptive behaviors interfere with task engagement and persistence. The theory of behavioral momentum explains the persistence of behavior in the face of changing environmental conditions. The current exploratory study examined…

  8. What Are They Thinking? The Moral Judgment of Children with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Hardman, Elizabeth L.

    2015-01-01

    This study was conducted to describe the moral judgment of 12 third- through fifth-grade children with and without emotional and behavioral disorders (EBD) and to explore how feelings affected their thought processes. Data were gathered via three individually conducted moral dilemma interviews with each child participant. These procedures produced…

  9. Effectiveness of endoscopic balloon dilatation in grade 2a and 2b esophageal burns in children.

    PubMed

    Taşkinlar, Hakan; Bahadir, Gökhan Berktuğ; Yiğit, Doğakan; Erdoğan, Cankat; Avlan, Dinçer; Nayci, Ali

    2017-03-10

    To evaluate the predictability of the initial endoscopic evaluation of the effectiveness of endoscopic balloon dilatation (EBD) in childhood esophageal strictures caused by corrosive ingestion. Medical records of 635 endoscopies caused by corrosive ingestion between January 2000 and December 2015 in children between the ages of 0 and 18 years were retrospectively analyzed. Among them, five children with grade 2a and 15 with grade 2 b who developed esophageal strictures were evaluated for the effectiveness of endoscopic balloon dilatation. The stricture rate was 5/136 (3.6%) in grade 2a and 17/25 (68%) in grade 2 b esophageal burns. Strictures with grade 2a burn had seven (1-10) EBD sessions, and grade 2 b had 8.8 (1-30) EBD sessions. For grade 2a burns, the treatment period was 15 months and 18.8 months for grade 2 b burns. Three patients with grade 2 b and two patients with grade 2a are still on the EBD program. Initial endoscopy for caustic ingestion and esophageal injury grading may help to provide healthcare givers with information about future stricture formation and management.

  10. Conservatism and the Underidentification of Students with Emotional and Behavioral Disorders in Special Education

    ERIC Educational Resources Information Center

    Wiley, Andrew L.; Kauffman, James M.; Plageman, Kristen

    2014-01-01

    Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…

  11. Effects of Direct Instruction Plus Procedural Facilitation on the Expository Writing of Adolescents with Emotional and Behavioral Disabilities in Residential Schools

    ERIC Educational Resources Information Center

    White, Mark W.; Houchins, David E.; Viel-Ruma, Kimberly A.; Dever, Bridget V.

    2014-01-01

    This study investigated the effects of the "Expressive Writing (EW)" direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The "EW" program targets writing mechanics, sentence writing, and editing but does not include pre-writing…

  12. Social Skills Training in Natural Play Settings: Educating through the Physical Theory to Practice

    ERIC Educational Resources Information Center

    Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan

    2012-01-01

    Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

  13. 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…

  14. 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…

  15. A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

    2017-01-01

    Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

  16. Social Validation of Services for Youth with Emotional and Behavioral Disorders: A Comparative Study

    ERIC Educational Resources Information Center

    Beaudoin, Kathleen M.; Knuth, Richard; Benner, Gregory J.

    2008-01-01

    This study investigated the perceptions of 302 building administrators regarding their building level programs serving students with emotional and behavioral disorders (EBD). Comparisons were made between administrators of schools that housed self-contained programs and administrators from schools without self-contained programs on factors…

  17. Function-Based Planning for Young Children at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Nahgahgwon, Kari N.; Umbreit, John; Liaupsin, Carl J.; Turton, Amina M.

    2010-01-01

    This study examined the efficacy of function-based intervention for young children at-risk for emotional and behavioral disorders (EBD) in inclusive environments. Participants were two kindergarten students and one first-grade student, all of whom exhibited chronic disruptive behavior in the classroom despite previous interventions implemented…

  18. Effects of Sound-Field Amplification to Increase Compliance of Students with Emotional and Behavior Disorders

    ERIC Educational Resources Information Center

    Maag, John W.; Anderson, Jean M.

    2006-01-01

    This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions…

  19. 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…

  20. 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…

  1. The Perceptions of Urban School Principals Regarding the Education of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Anoh, Jean-Dominique Herve

    2013-01-01

    This research investigated the perceptions and attitudes of principals and headmasters about the inclusion of students with emotional and behavioral disorders (EBD), the factors supporting or inhibiting school leaders in their effort to implement inclusive practices, and the approaches they use to initiate, facilitate, support and sustain the…

  2. Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr.

    2015-01-01

    Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

  3. From FBA to Implementation: A Look at What Is Actually Being Delivered

    ERIC Educational Resources Information Center

    Blood, Erika; Neel, Richard S.

    2007-01-01

    This study looks at the utilization of assessments on developing behavior intervention plans (BIPs) and their use in designing actual implementation for the children (elementary through high school) labeled EBD in a mid-sized district in eastern Washington. Files were reviewed to determine the types of assessments used, FBA components addressed,…

  4. Expert-Recommended Strategies for Teaching the Twice-Exceptional Student in the General Education Classroom

    ERIC Educational Resources Information Center

    Moody, Cherylynn Jody

    2014-01-01

    Purpose: The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  15. 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,…

  16. A Response to Kauffman's The Devaluation of Special Education

    ERIC Educational Resources Information Center

    Mostert, Mark P.

    2004-01-01

    Kauffman indicts the President's Commission on Excellence in Special Education (PCESE) for sometimes implying the opposite of its stated aim of helping children in special education, including students with EBD, as he believes does the No Child Left Behind act (NCLB, 2002). This response addresses (a) two pivotal, but implied aspects the PCESE and…

  17. Social Skills Training in Natural Play Settings: Educating through the Physical Theory to Practice

    ERIC Educational Resources Information Center

    Aljadeff-Abergel, Elian; Ayvazo, Shiri; Eldar, Eitan

    2012-01-01

    Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

  18. 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…

  19. An Action Plan for Working with Students Who Are Gifted and Have Emotional/Behavior Disabilities.

    ERIC Educational Resources Information Center

    Rizza, Mary G.; Morrison, William F.

    2002-01-01

    This article presents a plan for teaching gifted students with emotional/behavior disabilities (EBD). Educators are advised to assemble student background information, consider goals that the student needs to accomplish and needed accommodations, develop specific behavior plans, and design a curriculum that is both challenging and addresses…

  20. 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…

  1. 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…

  2. The Effects of Strategy Instruction for Writing and Revising Persuasive Quick Writes on Middle School Students with Emotional Behavioral Disorders

    ERIC Educational Resources Information Center

    Cramer, Maryanne Mong

    2011-01-01

    A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of strategies for teaching persuasive writing and peer revision. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders (EBD) received Self-Regulated Strategy Development (SRSD) instruction…

  3. Understanding the Emotional Development of Twice Exceptional Rural Students.

    ERIC Educational Resources Information Center

    Benge, Beverly; Montgomery, Diane

    Twice exceptional students are those who have emotional disturbances or behavioral disorders (E/BD) and who also display characteristics of high intellectual ability. Case studies were developed over a 3-year period on three male junior high school students who fit this definition. Data were interpreted using Kazimierz Dabrowski's Theory of…

  4. 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)…

  5. 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…

  6. Behavior Modification/Traditional Techniques for Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Mooney, Paul; Ryan, Joseph B.; Gunter, Philip L.; Denny, R. Kenton

    2012-01-01

    In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

  7. Role Models, Approaches to Studying, and Self-Efficacy in Forensic and Mainstream High School Students: A Pilot Study

    ERIC Educational Resources Information Center

    Skidmore, Michael; Dede, Yemi U.; Moneta, Giovanni B.

    2009-01-01

    This study investigated the relationships between role models, approaches to studying, and self-efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students…

  8. Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder

    ERIC Educational Resources Information Center

    Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr.

    2015-01-01

    Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…

  9. Problems Related to Underservice: A Rejoinder

    ERIC Educational Resources Information Center

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

    2009-01-01

    Objective data provide overwhelming evidence that children and youth with emotional and behavioral disorders (EBD) are underidentified and underserved. This was the central argument in our November 2007 Forum article to which Harry, Hart, Klingner, Cramer, and Sturges responded. In this rejoinder, we continue to assert the dramatic need to offer…

  10. 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…

  11. Social Skills Training for Secondary Students with Emotional and/or Behavioral Disorders: A Review and Analysis of the Meta-Analytic Literature

    ERIC Educational Resources Information Center

    Cook, Clayton R.; Gresham, Frank M.; Kern, Lee; Barreras, Ramon B.; Thornton, Sage; Crews, S. Dean

    2008-01-01

    Secondary students with or at risk for emotional and/or behavioral disorders (EBD) can be characterized as having severe deficits in social competence. Moreover, as students transition into the secondary grades, social competence takes on increased complexity and importance. Social skills training (SST) represents a class of interventions…

  12. 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…

  13. Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through 12 Years: A Combination of a Literature-Based Curriculum and Telecommunications

    ERIC Educational Resources Information Center

    Chen, Kaili; Bullock, Lyndal M.

    2004-01-01

    The purposes of the study reported here were to investigate the social competence of students aged from six to 12, diagnosed with emotional/behavioral disorders (E/BD) in a public self-contained school setting, and to increase the students' social competence by using a literature-based method that employs multi-age grouping, impersonation, and…

  14. Social Skills Training for Students Who Demonstrate Poor Self-Control

    ERIC Educational Resources Information Center

    Patterson, DaShaunda S.; Jolivette, Kristine; Crosby, Shane

    2006-01-01

    This article presents a scenario which is a classic example of a student becoming frustrated because her needs are not being met. Unequipped to advocate for herself in a socially acceptable manner, Marcy, a 12-year-old, sixth-grade student diagnosed with an emotional and behavioral disorder (EBD), used the most effective strategy in her…

  15. Social Skills Training for Children and Youth with Emotional and Behavioral Disorders: Validity Considerations and Future Directions

    ERIC Educational Resources Information Center

    Gresham, Frank M.; Cook, Clayton R.; Crews, S. Dean; Kern, Lee

    2004-01-01

    This article provides an analysis of the current knowledge base of social skills training (SST) with students with, or at risk for, Emotional and Behavioral Disorders (EBD). This knowledge base is evaluated with respect to issues regarding construct, internal, external, and social validity of the SST literature. Research syntheses investigating…

  16. Outcomes of Functional Assessment-Based Interventions for Students with and at Risk for Emotional and Behavioral Disorders in a Job-Share Setting

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Eisner, Shanna L.; Kretzer, James; Bruhn, Allison L.; Crnobori, Mary; Funke, Laura; Lerner, Tara; Casey, Amy

    2009-01-01

    In this article, we describe a systematic approach to designing, implementing, and evaluating functional assessment-based interventions developed by Umbreit, Ferro, Liaupsin, and Lane (2007), implemented in a job-share classroom with two first-grade students. One student was at risk for emotional and behavioral disorders (EBD) according to…

  17. Effects of a Summer Learning Program for Students at Risk for Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Zeng, Songtian; Benner, Gregory J.; Silva, Rayann M.

    2016-01-01

    The purpose of this evaluation was to examine the effectiveness and feasibility of a summer learning program for students at risk for emotional and behavioral disorders (EBD). We used a quasi-experimental design with pre and post assessments for both the treatment and comparison groups. Participants were fourth grade students (N = 92) below…

  18. Validation of the Ford Score as a Measure for Predicting the Level of Emotional and Behavioural Problems in Mainstream Schools

    ERIC Educational Resources Information Center

    Goodman, Anna; Ford, Tamsin

    2008-01-01

    Emotional and behavioural difficulties (EBD) are common in children, and forecasting their prevalence in schools is of interest to both academic researchers and local authorities. Percentage of pupils eligible for free school meals is one measure often used for this purpose. The article presents the first independent validation of a simple…

  19. Bridging the Research-to-Practice Gap: Empowering Staff to Implement Meaningful Program Evaluation and Improvement to Better Serve Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Walker, Bridget; Clancy, Michaela; Tsai, Shu-Fei; Cheney, Doug

    2013-01-01

    In the past few years researchers have published lists of evidence-based practices that research indicates "should" be in place in programs and supports for students with emotional or behavioral disorders (EBD) (e.g., Farley, Torres, Wailehua, & Cook, 2012; Ryan, Pierce, & Mooney, 2008; Simpson, Peterson, & Smith, 2011). Some…

  20. Endoscopic biliary drainage for patients with unresectable pancreatic cancer with obstructive jaundice who are to undergo gemcitabine chemotherapy

    PubMed Central

    Takasawa, Osamu; Fujita, Naotaka; Kobayashi, Go; Noda, Yutaka; Ito, Kei; Horaguchi, Jun

    2006-01-01

    AIM: To assess optimum endoscopic biliary drainage (EBD) in cases with unresectable pancreatic cancer in the era of gemcitabine (GEM). METHODS: Thirty patients with unresectable pancreatic cancer, who presented with jaundice and underwent chemotherapy using GEM after EBD were included in this study (GEM group). Fifteen cases with the same clinical manifestation and stage of pancreatic cancer treated with EBD alone were also included as controls. A covered metallic stent (CMS) or a plastic stent (PS) was used for EBD. The mean survival time (MST) in each group, risk factors of survival time, type of stent used and associated survival time, occlusion rate of stent, patency period of stent, and risk factors of stent occlusion were evaluated. RESULTS: MST in the GEM group was longer than that in the control (9.9 mo vs 6.2 mo). In the GEM group, the survival time was not different between those who underwent metallic stenting and those who underwent plastic stenting. Stent occlusion occurred in 60% of the PS group and 7% of the CMS group. The median stent patency in the PS-GEM group and the CMS-GEM group was 5 mo and 7.5 mo, respectively. Use of a PS was the only risk factor of stent occlusion. CONCLUSION: A CMS is recommended in cases presenting with jaundice due to unresectable pancreatic cancer, since the use of a CMS makes it possible to continue chemotherapy using GEM without repetition of stent replacement. PMID:17143944

  1. Consider the Opportunities: A Response to No Child Left Behind

    ERIC Educational Resources Information Center

    Neel, Richard S.

    2006-01-01

    No Child Left Behind offers many challenges to those who work with children with EBD [emotional and behavioral disorders]. It also offers opportunities never before available for collaboration and cooperation between general and special educators. Two snapshots of opportunities are provided. The first summarizes some of the challenges our field…

  2. 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…

  3. 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…

  4. From FBA to Implementation: A Look at What Is Actually Being Delivered

    ERIC Educational Resources Information Center

    Blood, Erika; Neel, Richard S.

    2007-01-01

    This study looks at the utilization of assessments on developing behavior intervention plans (BIPs) and their use in designing actual implementation for the children (elementary through high school) labeled EBD in a mid-sized district in eastern Washington. Files were reviewed to determine the types of assessments used, FBA components addressed,…

  5. What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

    ERIC Educational Resources Information Center

    Mattison, Richard E.; Blader, Joseph C.

    2013-01-01

    Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

  6. Effective Teacher Behaviors Evident in Successful Teachers of Students with Emotional and Behavioral Disorders

    ERIC Educational Resources Information Center

    Austin, Vance L.; Barowsky, Ellis I.; Malow, Micheline S.; Gómez, Diane W.

    2011-01-01

    Four highly qualified teachers and 21 students classified with emotional and behavior disorders (EBD) participated in an investigation of teacher effectiveness. Data collection included: video of teaching behaviors, interviews with teachers, and student surveys. The student survey identified characteristics of teacher effectiveness in general and…

  7. 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…

  8. Effects of Oral Reading Fluency on Students with Emotional and Behavioral Disorders' Latency to Continue Reading

    ERIC Educational Resources Information Center

    Vostal, Brooks R.; Lee, David L.

    2015-01-01

    Adolescents with Emotional and Behavioral Disorders (EBD) present deficits in literacy skills, in part because their disruptive behaviors interfere with task engagement. Antecedent manipulations, such as those based on behavioral momentum theory, can increase students' contact with reinforcement, leading to greater task engagement. This study…

  9. 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…

  10. Psychometric properties of a shortened version of the Physical Self-Concept Questionnaire (PSQ-S).

    PubMed

    Rodríguez-Fernández, Arantzazu; Axpe, Inge; Goñi, Alfredo

    2015-01-01

    The four-dimensional model of physical self-concept which differentiates the physical self-perceptions of ability, condition, attractiveness and strength is widely accepted. In the last two decades much research has been done on the physical self-concept and its relations with the psychological well-being/distress, anxiety disorders or Eating Behavior Disorders (EBD). To validate a shortened version of the Physical Self-Concept Questionnaire (PSQ-S) and verify its ability to discriminate between people with different levels of EBD. Responses of 1478 subjects between 13 and 21 years old to the shortened version of the PSQ were analyzed in order to check indexes of reliability and validity. Furthermore, the scores of 96 women aged 14 to 23 years old diagnosed of EBD were compared to 96 others without clinical diagnosis. The results indicate a reliability of 0.93 and confirm the tetrafactorial structure of the physical selfconcept. The highest physical self-concept is that of those without a clinical diagnosis of EBD. The Shortened-PSQ is a simple, reliable and suitable screening tool both for educational and clinical settings. It also provides a sufficient measure of physical self-concept for research purposes.

  11. 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…

  12. Psychometric properties of the Arabic self-report version of the strengths and difficulties questionnaire.

    PubMed

    Emam, Mahmoud Mohamed; Abu Hilal, Maher M; Kazem, Ali Mahdi; Alkharousi, Suad Juma

    2016-12-01

    Students in middle school tend to display emotional and behavioural difficulties (EBDs) compared to other forms of psychopathology. Early identification of EBDs is therefore a priority in order to prevent the chronic co-morbidity with other forms of psychopathology which may affect students' academic achievement. Assessment of EBDs has been traditionally undertaken via proxy reporting; but psychometrically rigorous instruments are needed so that children and adolescents can report on their own emotions and behaviours. Such need increases in the Omani context given the lack of EBDs adequate assessment instruments. In the current study the factor structure of the Arabic self-report version of the Strengths and Difficulties Questionnaire (A-SDQ) was examined in a sample of 815 middle school students (mean age=14 years). The study tested the SDQ original five-factor model which received considerable empirical support. Responses on the A-SDQ were compared to responses obtained via proxy reports from teachers and parents through confirmatory factor analyses (CFAs). Results showed a reasonable fit for the three informant forms. Nevertheless, there were differences in item loadings across the three informant forms. Additionally, participants' self-report responses were tested for invariance across gender. CFAs provided support to the invariance hypothesis for item loadings, indicating that the items were similarly valid indices of the five factors for males and females. Factor correlations, factor variances and item residuals were not invariant across gender.

  13. 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…

  14. 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…

  15. Teaching Disturbed and Disturbing Students: An Integrative Approach. Second Edition.

    ERIC Educational Resources Information Center

    Zionts, Paul

    This book examines intervention with children having emotional or behavioral disorders (EBD), through the use of many case studies, activities, and examples. The text is organized in a developmental manner, with behavioral interventions recommended for lower grades and cognitive-behavioral approaches recommended for older students. The first unit…

  16. Individual and Systemic Approaches to Collaboration and Consultation on Behalf of Students with Emotional/Behavioral Disorders. From the Second CCBD Mini Library Series: Successful Interventions for the 21st Century.

    ERIC Educational Resources Information Center

    Gable, Robert A.; Sugai, George; Lewis, Tim; Nelson, J. Ron; Cheney, Douglas; Safran, Stephen P.; Safran, Joan S.

    This monograph discusses using collaboration and consultation to teach children and youth with emotional and behavioral disorders (EBD) in the general education classroom. After an introductory chapter, Chapter 2, "Collaboration and Consultation: Promises and Limitations," compares collaboration and consultation as they relate to serving…

  17. 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,…

  18. 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.…

  19. Head Start Children at Risk: Relationship of Prenatal Drug Exposure to Identification of Special Needs and Subsequent Special Education Kindergarten Placement.

    ERIC Educational Resources Information Center

    Sinclair, Esther

    1998-01-01

    The relationship between prenatal drug exposure, emotional and behavioral disorder (E/BD) identification in Head Start, and subsequent special education kindergarten placement in 145 Head Start children (ages 3-4) was examined. Results showed that 47% of the drug-exposed group versus 35% of the non-drug-exposed group met classification criteria…

  20. Programs for Children and Adolescents with Emotional and Behavioral Disorders in the United States: A Historical Overview, Current Perspectives, and Future Directions

    ERIC Educational Resources Information Center

    Bullock, Lyndal M.; Gable, Robert A.

    2006-01-01

    In this article, the authors briefly review the historical development and current status of services for students with emotional/behavioral disorders (E/BD) in the United States. Drawing upon that review, the authors examine disproportionality and personnel shortages and discuss present and future options for better serving this challenging…

  1. 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…

  2. The School Adjustment of Rural Adolescents with and without Disabilities: Variable and Person-Centered Approaches

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Hall, Cristin M.; Weiss, Margaret P.; Petrin, Robert A.; Meece, Judith L.; Moohr, Michele

    2011-01-01

    This study examined the school adjustment of adolescents with disabilities and their nondisabled peers in a national sample of rural high school students. The total sample consisted of 7,376 students: 6,704 nondisabled students, 70 students with emotional and behavioral disorders (EBD), 512 students with learning disabilities (LD), and 90 students…

  3. Conservatism and the Underidentification of Students with Emotional and Behavioral Disorders in Special Education

    ERIC Educational Resources Information Center

    Wiley, Andrew L.; Kauffman, James M.; Plageman, Kristen

    2014-01-01

    Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…

  4. 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.…

  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. Teachers Working Together: How to Communicate, Collaborate, and Facilitate Positive Behavior in Inclusive Classrooms

    ERIC Educational Resources Information Center

    Evans, Chan; Weiss, Stacy L.

    2014-01-01

    The use of a school wide positive behavior intervention and support (PBIS) framework is well established as a beneficial model for the majority of students taught in general education classrooms (e.g., Bradshaw, Mitchell, & Leaf, 2010). Some students, whether at-risk for or school-identified with emotional behavioral disorders (EBD) or other…

  7. Risk and Protective Factors of Emotional and/or Behavioral Disorders in Children and Adolescents: A Mega-Analytic Synthesis

    ERIC Educational Resources Information Center

    Crews, S. Dean; Bender, Hermine; Vanderwood, Mike; Cook, Clayton R.; Gresham, Frank M.; Kern, Lee

    2007-01-01

    Professionals working with children who have severe emotional/behavioral disorders (E/BD) need to understand the risk and protective factors (RPFs) that are correlated with the development of these behavior patterns, for at least 3 reasons. First, significant numbers of students experience negative outcomes or fail to achieve positive outcomes.…

  8. A Response to Kauffman's The Devaluation of Special Education

    ERIC Educational Resources Information Center

    Mostert, Mark P.

    2004-01-01

    Kauffman indicts the President's Commission on Excellence in Special Education (PCESE) for sometimes implying the opposite of its stated aim of helping children in special education, including students with EBD, as he believes does the No Child Left Behind act (NCLB, 2002). This response addresses (a) two pivotal, but implied aspects the PCESE and…

  9. A Brief Social Skills Intervention to Reduce Challenging Classroom Behavior

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; Bruhn, Allison L.; Troughton, Leonard

    2017-01-01

    Social skills instruction has been recommended as a way of improving behavioral and social outcomes for students with emotional and behavioral disorders (EBD). A brief social skills intervention ("Stop and Think" (Knoff in "The stop & think social skills program," Sopris West, Longmont, CO, 2001) was used to extend the…

  10. Social Skills Instruction for Urban Learners with Emotional and Behavioral Disorders: A Culturally Responsive and Computer-Based Intervention

    ERIC Educational Resources Information Center

    Robinson-Ervin, Porsha; Cartledge, Gwendolyn; Musti-Rao, Shobana; Gibson, Lenwood, Jr.; Keyes, Starr E.

    2016-01-01

    This study examined the effects of culturally relevant/responsive, computer-based social skills instruction on the social skill acquisition and generalization of 6 urban African American sixth graders with emotional and behavioral disorders (EBD). A multiple-probe across participants design was used to evaluate the effects of the social skills…

  11. 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…

  12. 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…

  13. Residential radon and environmental burden of disease among Non-smokers.

    PubMed

    Noh, Juhwan; Sohn, Jungwoo; Cho, Jaelim; Kang, Dae Ryong; Joo, Sowon; Kim, Changsoo; Shin, Dong Chun

    2016-01-01

    Lung cancer was the second highest absolute cancer incidence globally and the first cause of cancer mortality in 2014. Indoor radon is the second leading risk factor of lung cancer after cigarette smoking among ever smokers and the first among non-smokers. Environmental burden of disease (EBD) attributable to residential radon among non-smokers is critical for identifying threats to population health and planning health policy. To identify and retrieve literatures describing environmental burden of lung cancer attributable to residential radon, we searched databases including Ovid-MEDLINE, -EMBASE from 1980 to 2016. Search terms included patient keywords using 'lung', 'neoplasm', exposure keywords using 'residential', 'radon', and outcomes keywords using 'years of life lost', 'years of life lost due to disability', 'burden'. Searching through literatures identified 261 documents; further 9 documents were identified using manual searching. Two researchers independently assessed 271 abstracts eligible for inclusion at the abstract level. Full text reviews were conducted for selected publications after the first assessment. Ten studies were included in the final evaluation. Global disability-adjusted life years (DALYs)(95 % uncertainty interval) for lung cancer were increased by 35.9 % from 23,850,000(18,835,000-29,845,000) in 1900 to 32,405,000(24,400,000-38,334,000) in 2000. DALYs attributable to residential radon were 2,114,000(273,000-4,660,000) DALYs in 2010. Lung cancer caused 34,732,900(33,042,600 ~ 36,328,100) DALYs in 2013. DALYs attributable to residential radon were 1,979,000(1,331,000-2,768,000) DALYs for in 2013. The number of attributable lung cancer cases was 70-900 and EBD for radon was 1,000-14,000 DALYs in Netherland. The years of life lost were 0.066 years among never-smokers and 0.198 years among ever-smoker population in Canada. In summary, estimated global EBD attributable to residential radon was 1,979,000 DALYs for both sexes in 2013

  14. Making the case for evidence-based design in healthcare: a descriptive case study of organizational decision making.

    PubMed

    Shoemaker, Lorie K; Kazley, Abby Swanson; White, Andrea

    2010-01-01

    The aim of this study was to describe the organizational decision-making process used in the selection of evidence-based design (EBD) concepts, the criteria used to make these decisions, and the extent to which leadership style may have influenced the decision-making process. Five research questions were formulated to frame the direction of this study, including: (1) How did healthcare leaders learn of innovations in design? (2) How did healthcare leaders make decisions in the selection of healthcare design concepts? (3) What criteria did healthcare leaders use in the decision-making process? (4) How did healthcare leaders consider input from the staff in design decisions? and (5) To what extent did the leadership style of administrators affect the outcomes of the decision-making process? Current issues affecting healthcare in the community led the principal investigator's organization to undertake an ambitious facilities expansion project. As part of its planning process, the organization learned of EBD principles that seemingly had a positive impact on patient care and safety and staff working conditions. Although promising, a paucity of empirical research addressed the cost/benefit of incorporating many EBD concepts into one hospital setting, and there was no research that articulated the organizational decision-making process used by healthcare administrators when considering the use of EBD in expansion projects. A mixed-method, descriptive, qualitative, single-case study and quantitative design were used to address the five research questions. The Systems Research Organizing Model provided the theoretical framework. A variety of data collection methods was used, including interviews of key respondents, the review of documentary evidence, and the Multifactor Leadership Questionnaire. A participatory process was used throughout the design decision phases, involving staff at all levels of the organization. The Internet and architects facilitated learning about

  15. Mirror neuron dysfunction and ego-boundary disturbances in schizophrenia: a transcranial magnetic stimulation study.

    PubMed

    Basavaraju, Rakshathi; Mehta, Urvakhsh Meherwan; Thirthalli, Jagadisha; Gangadhar, Bangalore N

    2015-01-01

    Ego-boundary disturbance (EBD) is a unique symptom cluster characterized by passivity experiences (involving thoughts, actions, emotions and sensations) attributed by patients to some external agency. The neurobiology of these "first rank" symptoms is poorly understood. Aberrant mirror neuron activation may explain impaired self-monitoring and agency attribution underlying these symptoms. We aim to study mirror neuron activity (MNA) in schizophrenia patients with and without EBD using transcranial magnetic stimulation (TMS). 50 right-handed schizophrenia patients (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) were evaluated using the Mini-International Neuropsychiatric Interview and the Positive and Negative Syndrome Scale. They completed a TMS experiment to assess putative premotor MNA. Motor evoked potential (MEP) was recorded in the right first dorsal interosseous muscle (FDI) with (a) 120% of resting motor threshold (RMT), (b) stimulus intensity set to evoke MEP of motor threshold 1 mV amplitude (MT1), (c) two paired pulse paradigms (short- and long interval intra-cortical inhibition). These were done in three states: Actual observation of an action using the FDI, virtual-observation (video) of this action and resting state. The percent change of MEP from resting to action-observation states formed the measure of putative MNA. MNA measured using MT1 and 120% RMT paradigms was significantly lower in the 18 patients with EBD (thought-broadcast/withdrawal/insertion, made-act/impulse/affect and somatic passivity) than the 32 patients without EBD (t = 2.431, P = 0.020; t = 2.051, P = 0.04 respectively for the two paradigms). The two groups did not differ on age, gender, education and total symptom scores. Schizophrenia patients with EBD have lower premotor MNA. This highlights the role of MNA dysfunction in the pathophysiology of this unique and intriguing symptom cluster in schizophrenia.

  16. Mirror Neuron Dysfunction and Ego-Boundary Disturbances in Schizophrenia: A Transcranial Magnetic Stimulation Study

    PubMed Central

    Basavaraju, Rakshathi; Mehta, Urvakhsh Meherwan; Thirthalli, Jagadisha; Gangadhar, Bangalore N.

    2015-01-01

    Background: Ego-boundary disturbance (EBD) is a unique symptom cluster characterized by passivity experiences (involving thoughts, actions, emotions and sensations) attributed by patients to some external agency. The neurobiology of these “first rank” symptoms is poorly understood. Aberrant mirror neuron activation may explain impaired self-monitoring and agency attribution underlying these symptoms. We aim to study mirror neuron activity (MNA) in schizophrenia patients with and without EBD using transcranial magnetic stimulation (TMS). Materials and Methods: 50 right-handed schizophrenia patients (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition) were evaluated using the Mini-International Neuropsychiatric Interview and the Positive and Negative Syndrome Scale. They completed a TMS experiment to assess putative premotor MNA. Motor evoked potential (MEP) was recorded in the right first dorsal interosseous muscle (FDI) with (a) 120% of resting motor threshold (RMT), (b) stimulus intensity set to evoke MEP of motor threshold 1 mV amplitude (MT1), (c) two paired pulse paradigms (short- and long interval intra-cortical inhibition). These were done in three states: Actual observation of an action using the FDI, virtual-observation (video) of this action and resting state. The percent change of MEP from resting to action-observation states formed the measure of putative MNA. Results: MNA measured using MT1 and 120% RMT paradigms was significantly lower in the 18 patients with EBD (thought-broadcast/withdrawal/insertion, made-act/impulse/affect and somatic passivity) than the 32 patients without EBD (t = 2.431, P = 0.020; t = 2.051, P = 0.04 respectively for the two paradigms). The two groups did not differ on age, gender, education and total symptom scores. Conclusion: Schizophrenia patients with EBD have lower premotor MNA. This highlights the role of MNA dysfunction in the pathophysiology of this unique and intriguing symptom cluster in

  17. The human metabolic response to chronic ketosis without caloric restriction: preservation of submaximal exercise capability with reduced carbohydrate oxidation.

    PubMed

    Phinney, S D; Bistrian, B R; Evans, W J; Gervino, E; Blackburn, G L

    1983-08-01

    To study the effect of chronic ketosis on exercise performance in endurance-trained humans, five well-trained cyclists were fed a eucaloric balanced diet (EBD) for one week providing 35-50 kcal/kg/d, 1.75 g protein/kg/d and the remainder of kilocalories as two-thirds carbohydrate (CHO) and one-third fat. This was followed by four weeks of a eucaloric ketogenic diet (EKD), isocaloric and isonitrogenous with the EBD but providing less than 20 g CHO daily. Both diets were appropriately supplemented to meet the recommended daily allowances for vitamins and minerals. Pedal ergometer testing of maximal oxygen uptake (VO2max) was unchanged between the control week (EBD-1) and week 3 of the ketogenic diet (EKD-3). The mean ergometer endurance time for continuous exercise to exhaustion (ENDUR) at 62%-64% of VO2max was 147 minutes at EBD-1 and 151 minutes at EKD-4. The ENDUR steady-state RQ dropped from 0.83 to 0.72 (P less than 0.01) from EBD-1 to EKD-4. In agreement with this were a three-fold drop in glucose oxidation (from 15.1 to 5.1 mg/kg/min, P less than 0.05) and a four-fold reduction in muscle glycogen use (0.61 to 0.13 mmol/kg/min, P less than 0.01). Neither clinical nor biochemical evidence of hypoglycemia was observed during ENDUR at EKD-4. These results indicate that aerobic endurance exercise by well-trained cyclists was not compromised by four weeks of ketosis. This was accomplished by a dramatic physiologic adaptation that conserved limited carbohydrate stores (both glucose and muscle glycogen) and made fat the predominant muscle substrate at this submaximal power level.

  18. Directed self-assembly of block copolymers for high breakdown strength polymer film capacitors

    DOE PAGES

    Samant, Saumil P.; Grabowski, Christopher A.; Kisslinger, Kim; ...

    2016-03-04

    Emerging needs for fast charge/discharge yet high-power, lightweight, and flexible electronics requires the use of polymer-film-based solid-state capacitors with high energy densities. Fast charge/discharge rates of film capacitors on the order of microseconds are not achievable with slower charging conventional batteries, supercapacitors and related hybrid technologies. However, the current energy densities of polymer film capacitors fall short of rising demand, and could be significantly enhanced by increasing the breakdown strength (EBD) and dielectric permittivity (εr) of the polymer films. Co-extruded two-homopolymer component multilayered films have demonstrated much promise in this regard showing higher EBD over that of component polymers. Multilayeredmore » films can also help incorporate functional features besides energy storage, such as enhanced optical, mechanical, thermal and barrier properties. In this work, we report accomplishing multilayer, multicomponent block copolymer dielectric films (BCDF) with soft-shear driven highly oriented self-assembled lamellar diblock copolymers (BCP) as a novel application of this important class of self-assembling materials. Results of a model PS-b-PMMA system show ~50% enhancement in EBD of self-assembled multilayer lamellar BCP films compared to unordered as-cast films, indicating that the breakdown is highly sensitive to the nanostructure of the BCP. The enhancement in EBD is attributed to the “barrier effect”, where the multiple interfaces between the lamellae block components act as barriers to the dielectric breakdown through the film. The increase in EBD corresponds to more than doubling the energy storage capacity using a straightforward directed self-assembly strategy. Lastly, this approach opens a new nanomaterial paradigm for designing high energy density dielectric materials.« less

  19. Refractory strictures despite steroid injection after esophageal endoscopic resection

    PubMed Central

    Hanaoka, Noboru; Ishihara, Ryu; Uedo, Noriya; Takeuchi, Yoji; Higashino, Koji; Akasaka, Tomofumi; Kanesaka, Takashi; Matsuura, Noriko; Yamasaki, Yasushi; Hamada, Kenta; Iishi, Hiroyasu

    2016-01-01

    Background: Although steroid injection prevents stricture after esophageal endoscopic submucosal dissection (ESD), some patients require repeated sessions of endoscopic balloon dilation (EBD). We investigated the risk for refractory stricture despite the administration of steroid injections to prevent stricture in patients undergoing esophageal ESD. Refractory stricture was defined as the requirement for more than three sessions of EBD to resolve the stricture. In addition, the safety of steroid injections was assessed based on the rate of complications. Patients and methods: We analyzed data from 127 consecutive patients who underwent esophageal ESD and had mucosal defects with a circumferential extent greater than three-quarters of the esophagus. To prevent stricture, steroid injection was performed. EBD was performed whenever a patient had symptoms of dysphagia. Results: The percentage of patients with a tumor circumferential extent greater than 75 % was significantly higher in those with refractory stricture than in those without stricture (P = 0.001). Multivariate analysis adjusted for age, sex, history of radiation therapy, tumor location, and tumor diameter showed that a tumor circumferential extent greater than 75 % was an independent risk factor for refractory stricture (adjusted odds ratio [OR] 5.49 [95 %CI 1.91 – 15.84], P = 0.002). Major adverse events occurred in 3 patients (2.4 %): perforation during EBD in 2 patients and delayed perforation after EBD in 1 patient. The patient with delayed perforation underwent esophagectomy because of mediastinitis. Conclusions: A tumor circumferential extent greater than 75 % is an independent risk factor for refractory stricture despite steroid injections. The development of more extensive interventions is warranted to prevent refractory stricture. PMID:27004256

  20. Directed Self-Assembly of Block Copolymers for High Breakdown Strength Polymer Film Capacitors.

    PubMed

    Samant, Saumil P; Grabowski, Christopher A; Kisslinger, Kim; Yager, Kevin G; Yuan, Guangcui; Satija, Sushil K; Durstock, Michael F; Raghavan, Dharmaraj; Karim, Alamgir

    2016-03-01

    Emerging needs for fast charge/discharge yet high-power, lightweight, and flexible electronics requires the use of polymer-film-based solid-state capacitors with high energy densities. Fast charge/discharge rates of film capacitors on the order of microseconds are not achievable with slower charging conventional batteries, supercapacitors and related hybrid technologies. However, the current energy densities of polymer film capacitors fall short of rising demand, and could be significantly enhanced by increasing the breakdown strength (EBD) and dielectric permittivity (εr) of the polymer films. Co-extruded two-homopolymer component multilayered films have demonstrated much promise in this regard showing higher EBD over that of component polymers. Multilayered films can also help incorporate functional features besides energy storage, such as enhanced optical, mechanical, thermal and barrier properties. In this work, we report accomplishing multilayer, multicomponent block copolymer dielectric films (BCDF) with soft-shear driven highly oriented self-assembled lamellar diblock copolymers (BCP) as a novel application of this important class of self-assembling materials. Results of a model PS-b-PMMA system show ∼50% enhancement in EBD of self-assembled multilayer lamellar BCP films compared to unordered as-cast films, indicating that the breakdown is highly sensitive to the nanostructure of the BCP. The enhancement in EBD is attributed to the "barrier effect", where the multiple interfaces between the lamellae block components act as barriers to the dielectric breakdown through the film. The increase in EBD corresponds to more than doubling the energy storage capacity using a straightforward directed self-assembly strategy. This approach opens a new nanomaterial paradigm for designing high energy density dielectric materials.

  1. Bioimpedence to Assess Breast Density as a Risk Factor for Breast Cancer in Adult Women and Adolescent Girls

    PubMed Central

    Maskarinec, Gertraud; Morimoto, Yukiko; Laguaña, Michelle B; Novotny, Rachel; Guerrero, Rachael T Leon

    2016-01-01

    Although high mammographic density is one of the strongest predictors of breast cancer risk, X-ray based mammography cannot be performed before the recommended screening age, especially not in adolescents and young women. Therefore, new techniques for breast density measurement are of interest. In this pilot study in Guam and Hawaii, we evaluated a radiation-free, bioimpedance device called Electrical Breast Densitometer™ (EBD; senoSENSE Medical Systems, Inc., Ontario, Canada) for measuring breast density in 95 women aged 31–82 years and 41 girls aged 8–18 years. Percent density (PD) was estimated in the women’s most recent mammogram using a computer-assisted method. Correlation coefficients and linear regression were applied for statistical analysis. In adult women, mean EBD and PD values of the left and right breasts were 230±52 and 226±50 Ω and 23.7±15.1 and 24.2±15.2%, respectively. The EBD measurements were inversely correlated with PD (rSpearman=−0.52, p<0.0001); the correlation was stronger in Caucasians (rSpearman=−0.70, p<0.0001) than Asians (rSpearman=−0.54, p<0.01) and Native Hawaiian/Chamorro/Pacific Islanders (rSpearman=−0.34, p=0.06). Using 4 categories of PD (<10, 10–25, 26–50, 51–75%), the respective mean EBD values were 256±32, 249±41, 202±46, and 178±43 Ω (p<0.0001). In girls, the mean EBD values in the left and right breast were 148±40 and 155±54 Ω; EBD values decreased from Tanner stages 1 to 4 (204±14, 154±79, 136±43, and 119±16 Ω for stages 1–4, respectively) but were higher at Tanner stage 5 (165±30 Ω). With further development, this bioimpedance method may allow for investigations of breast development among adolescent, as well as assessment of breast cancer risk early in life and in populations without access to mammography. PMID:26838256

  2. Bioimpedence to Assess Breast Density as a Risk Factor for Breast Cancer in Adult Women and Adolescent Girls.

    PubMed

    Maskarinec, Gertraud; Morimoto, Yukiko; Laguana, Michelle B; Novotny, Rachel; Leon Guerrero, Rachael T

    2016-01-01

    Although high mammographic density is one of the strongest predictors of breast cancer risk, X-ray based mammography cannot be performed before the recommended screening age, especially not in adolescents and young women. Therefore, new techniques for breast density measurement are of interest. In this pilot study in Guam and Hawaii, we evaluated a radiation-free, bioimpedance device called Electrical Breast DensitometerTM (EBD; senoSENSE Medical Systems, Inc., Ontario, Canada) for measuring breast density in 95 women aged 31-82 years and 41 girls aged 8-18 years. Percent density (PD) was estimated in the women's most recent mammogram using a computer-assisted method. Correlation coefficients and linear regression were applied for statistical analysis. In adult women, mean EBD and PD values of the left and right breasts were 230±52 and 226±50 Ω and 23.7±15.1 and 24.2±15.2%, respectively. The EBD measurements were inversely correlated with PD (rSpearman=-0.52, p<0.0001); the correlation was stronger in Caucasians (rSpearman=-0.70, p<0.0001) than Asians (rSpearman=-0.54, p<0.01) and Native Hawaiian/Chamorro/Pacific Islanders (rSpearman=-0.34, p=0.06). Using 4 categories of PD (<10, 10-25, 26-50, 51-75%), the respective mean EBD values were 256±32, 249±41, 202±46, and 178±43 Ω (p<0.0001). In girls, the mean EBD values in the left and right breast were 148±40 and 155±54 Ω; EBD values decreased from Tanner stages 1 to 4 (204±14, 154±79, 136±43, and 119±16 Ω for stages 1-4, respectively) but were higher at Tanner stage 5 (165±30 Ω). With further development, this bioimpedance method may allow for investigations of breast development among adolescent, as well as assessment of breast cancer risk early in life and in populations without access to mammography.

  3. Primer of statistics in dental research: part I.

    PubMed

    Shintani, Ayumi

    2014-01-01

    Statistics play essential roles in evidence-based dentistry (EBD) practice and research. It ranges widely from formulating scientific questions, designing studies, collecting and analyzing data to interpreting, reporting, and presenting study findings. Mastering statistical concepts appears to be an unreachable goal among many dental researchers in part due to statistical authorities' limitations of explaining statistical principles to health researchers without elaborating complex mathematical concepts. This series of 2 articles aim to introduce dental researchers to 9 essential topics in statistics to conduct EBD with intuitive examples. The part I of the series includes the first 5 topics (1) statistical graph, (2) how to deal with outliers, (3) p-value and confidence interval, (4) testing equivalence, and (5) multiplicity adjustment. Part II will follow to cover the remaining topics including (6) selecting the proper statistical tests, (7) repeated measures analysis, (8) epidemiological consideration for causal association, and (9) analysis of agreement.

  4. e-SCRUB -- Electron scrubbing of flue gases from high sulfur fuel to remove unwanted by-products

    SciTech Connect

    1994-12-31

    This paper reviews the rich development history of the Electron Beam Dry Scrubbing (EBDS) system, describes briefly the principal chemical and physical processes, and provides an overview of the e-SCRUB program, technology transfer effort sponsored by the Department of Defense. Electron beam dry scrubbing (EBDS) is a very promising method for the simultaneously removal of SO{sub 2} and NO{sub x} in a single step treatment process. The process can be applied to boilers burning high sulfur coal or to incinerators burning municipal solid waste (MSW). For both applications removal efficiencies of about 90% for SO{sub 2} and NO{sub x} have been achieved at high overall process energy efficiency and low energy consumption.

  5. Effect of periodic alterations in shear on vascular macromolecular uptake.

    PubMed

    Friedman, M H; Henderson, J M; Aukerman, J A; Clingan, P A

    2000-01-01

    Experiments were carried out in swine to test the hypothesis that changes in the fluid dynamic environment of the arterial wall, with time constants of several minutes to perhaps a few hours, prompt adaptive responses that transiently increase endothelial permeability. After parenteral Evans Blue Dye (EBD) administration, the hemodynamics of the external iliac arteries of the experimental animals were altered using a reversible arteriovenous femoral shunt. For 3 h, the shunt was opened and closed with a period (tau) between 1-180 min. Subsequently, the animal was euthanized and the iliac vessels were photographed en face to obtain the distribution of EBD-bound albumin uptake by the tissue during its exposure to the dye. Albumin uptake increases with tau in a fashion that can be explained by an a priori model of the adaptive permeability response, with a time constant of about an hour.

  6. Electron beam dose dependence of surface recombination velocity and surface space charge in semiconductor nanowires

    NASA Astrophysics Data System (ADS)

    Donatini, Fabrice; Sartel, Corinne; Sallet, Vincent; Pernot, Julien

    2017-06-01

    The characterization of nanowires (NWs) often requires the use of scanning electron beam techniques because of their high spatial resolution. However, the impact of the high energetic electron beam on the physical parameters under investigation is rarely taken into account. In this work, a combination of optical and electrical techniques is involved for the measurement of the electron beam dose (EBD) dependence of cathodoluminescence intensity, exciton diffusion length and electrical resistance in ZnO NWs. Large EBD dependences of these key parameters are observed and their reversibility is investigated. The results are discussed in terms of bulk and surface reversible modifications. In particular, the behaviors of surface recombination velocity and surface space charge under electron beam exposure are determined and simulated. This study points out that caution must be taken and experimental protocols must be well defined when measuring physical parameters of NWs using electron beam techniques.

  7. Using the experience-based design approach to improve orthodontic care.

    PubMed

    Ellis, Pamela E; Silverton, Sarah

    2014-12-01

    The experience-based design (ebd) approach is a method of measuring patient experience, which deliberately draws out subjective, emotional and personal feelings of the patients using a service. We describe how the experience-based design approach has been used to measure the experiences of teenage patients at orthodontic consultation appointments in a district general hospital. This has allowed us to identify the points in the patient's journey where they experience most anxiety and nervousness and to target service improvements in these areas. We found the ebd approach effective in measuring patient experience in a teenage patient population. We demonstrate how the service improvements implemented have reduced negative feelings during new patient consultations. © 2014 British Orthodontic Society.

  8. Using architecture and technology to promote improved quality of life for military service members with traumatic brain injury.

    PubMed

    Pasquina, Paul F; Pasquina, Lavinia Fici; Anderson-Barnes, Victoria C; Giuggio, Jeffrey S; Cooper, Rory A

    2010-02-01

    Today, injured service members are surviving wounds that would have been fatal in previous wars. A recent RAND report estimates that approximately 320,000 service members may have experienced a traumatic brain injury (TBI) during deployment, and it is not uncommon for a soldier to sustain multiple associated injuries such as limb loss, paralysis, sensory loss, and psychological damage. As a result, many military service members and their families face significant challenges returning to a high quality of independent life. The architectural concepts of universal design (UD) and evidence-based design (EBD) are gaining interest as an integral part of the rehabilitation process of veterans with TBI. This article examines the possibilities presented by UD and EBD in accordance with the Americans with Disabilities Act of 1990, in terms of high-end building and interior design quality, and possible technological options for individuals with disabilities.

  9. Achalasia: advances in treatment.

    PubMed

    Schoenberg, Markus Bo; Vassiliou, Melina Catherine; von Renteln, Daniel

    2014-09-01

    Achalasia is a primary esophageal motility disorder, which shows distinct clinical, manometric, radiologic, and pathologic features. Available treatment strategies are pharmacological, endoscopic or surgical. In the past decades preferred treatment has alternated between surgical myotomy (presently Laparoscopic Heller Myotomy [LHM]) and endoscopic balloon dilation (EBD). While surgical myotomy promises superior long-term results and significantly less retreatment, endoscopic balloon dilation is initially far less invasive and yields comparable results after redilation. Peroral Endoscopic Myotomy (POEM) aims to combine the minimal invasive approach through the mouth with the better long-term results after LHM. Initial findings in the literature point to comparable success-rates after POEM and LHM. In the literature complication rates are similar to those obtained after surgery. This new interventional technique should be subject to randomized controlled trials and compared to EBD and LHM.

  10. Crystal Structures of the Global Regulator DasR from Streptomyces coelicolor: Implications for the Allosteric Regulation of GntR/HutC Repressors

    PubMed Central

    Fillenberg, Simon B.; Friess, Mario D.; Körner, Samuel; Böckmann, Rainer A.; Muller, Yves A.

    2016-01-01

    Small molecule effectors regulate gene transcription in bacteria by altering the DNA-binding affinities of specific repressor proteins. Although the GntR proteins represent a large family of bacterial repressors, only little is known about the allosteric mechanism that enables their function. DasR from Streptomyces coelicolor belongs to the GntR/HutC subfamily and specifically recognises operators termed DasR-responsive elements (dre-sites). Its DNA-binding properties are modulated by phosphorylated sugars. Here, we present several crystal structures of DasR, namely of dimeric full-length DasR in the absence of any effector and of only the effector-binding domain (EBD) of DasR without effector or in complex with glucosamine-6-phosphate (GlcN-6-P) and N-acetylglucosamine-6-phosphate (GlcNAc-6-P). Together with molecular dynamics (MD) simulations and a comparison with other GntR/HutC family members these data allowed for a structural characterisation of the different functional states of DasR. Allostery in DasR and possibly in many other GntR/HutC family members is best described by a conformational selection model. In ligand-free DasR, an increased flexibility in the EBDs enables the attached DNA-binding domains (DBD) to sample a variety of different orientations and among these also a DNA-binding competent conformation. Effector binding to the EBDs of DasR significantly reorganises the atomic structure of the latter. However, rather than locking the orientation of the DBDs, the effector-induced formation of β-strand β* in the DBD-EBD-linker segment merely appears to take the DBDs ‘on a shorter leash’ thereby impeding the ‘downwards’ positioning of the DBDs that is necessary for a concerted binding of two DBDs of DasR to operator DNA. PMID:27337024

  11. Effect of energy-based devices on voice quality after total thyroidectomy.

    PubMed

    Uludag, Server Sezgin; Teksoz, Serkan; Arikan, Akif Enes; Tarhan, Ozge; Yener, Haydar Murat; Ozcan, Murat; Liddy, Whitney; Randolph, Gregory William

    2017-05-01

    Voice alteration is an important complication of thyroid surgery and is closely related to patients' quality of life. There are no studies analyzing effect of energy-based devices (EBD) on voice quality (VQ). Aim of this prospective study is to evaluate impact of sutureless total thyroidectomy performed with EBDs on objective voice parameters of patients without recurrent laryngeal nerve (RLN) and/or external branch of superior laryngeal nerve (EBSLN) injury. Sixty patients underwent total thyroidectomy with meticulous dissection of EBSLN. Patients were assigned to Group L (Ligasure™), Group H (Harmonic), or Group C (Conventional) through random ballot. For analysis of alteration in VQ, digital videolaryngostroboscopy (VLS), voice handicap index (VHI), multidimensional voice program (MDVP), and electroglottography (EGG) were used. VLS was performed by 70°-angled indirect laryngoscopy and evaluation was standardized by VLS scale and laryngeal function scoring. This study is registered on clinicaltrials.gov with number NCT01865006. Forty eight patients were female. There was no difference on demographic data. On post-operative laryngoscopic examination, none of the patients had vocal fold palsy. When mean VHI scores at post-operative 1st week and 2nd month were compared to pre-operative values for each groups, groups L and H demonstrated a significant increase in VHI in the early post-operative evaluation, while there was no significant increase for group C. No significant increase was seen in late post-operative period compared to pre-operative period for any groups. In the early post-operative period, VQ is better with the conventional technique than EBDs; however, in late post-operative period, VQ is detected better in EBDs (especially in Group L) than the conventional technique, but no statistical difference was observed.

  12. Methods to Protect from Skeletal Cardiovascular Insufficiency: Improving Soldier Performance in Adverse Environments

    DTIC Science & Technology

    2006-11-01

    muscle protection and its underlying signaling mechanism are not well understood. Recent studies showed that R -PIA, a putative adenosine A1...the skeletal myocytes (Fig 1A). Administration of a nonselective adenosine receptor agonist N6-1-(phenyl-2R- isopropyl)-adenosine ( R -PIA) prior to...with FITC. (B): The nonselective adenosine agonist R -PIA caused a large reduction in the EBD-stained area (see both first and second parts to this

  13. Evidence-Based and Value-Based Decision Making About Healthcare Design: An Economic Evaluation of the Safety and Quality Outcomes.

    PubMed

    Zadeh, Rana; Sadatsafavi, Hessam; Xue, Ryan

    2015-01-01

    This study describes a vision and framework that can facilitate the implementation of evidence-based design (EBD), scientific knowledge base into the process of the design, construction, and operation of healthcare facilities and clarify the related safety and quality outcomes for the stakeholders. The proposed framework pairs EBD with value-driven decision making and aims to improve communication among stakeholders by providing a common analytical language. Recent EBD research indicates that the design and operation of healthcare facilities contribute to an organization's operational success by improving safety, quality, and efficiency. However, because little information is available about the financial returns of evidence-based investments, such investments are readily eliminated during the capital-investment decision-making process. To model the proposed framework, we used engineering economy tools to evaluate the return on investments in six successful cases, identified by a literature review, in which facility design and operation interventions resulted in reductions in hospital-acquired infections, patient falls, staff injuries, and patient anxiety. In the evidence-based cases, calculated net present values, internal rates of return, and payback periods indicated that the long-term benefits of interventions substantially outweighed the intervention costs. This article explained a framework to develop a research-based and value-based communication language on specific interventions along the planning, design and construction, operation, and evaluation stages. Evidence-based and value-based design frameworks can be applied to communicate the life-cycle costs and savings of EBD interventions to stakeholders, thereby contributing to more informed decision makings and the optimization of healthcare infrastructures. © The Author(s) 2015.

  14. Psychopathological alterations and neuroimaging findings with discriminant value in eating behavior disorders.

    PubMed

    Beato-Fernández, Luis; Rodríguez-Cano, Teresa; García-Vilches, Inmaculada

    2011-01-01

    The difficulties encountered in regards to defining the diagnosis of patients with an Eating Behavior Disorder (EBD) have favored the use of multidimensional models. This study has aimed to identify which psychopathological and neurobiological variables could have a discriminating capacity regarding the different EBD diagnostic subtypes. A total of 42 patients with an EBD diagnosis (11 Restrictive Anorexia (R-AN), 10 Purgative Anorexia (P-AN), 7 Non-purgative Bulimia (NP-BN), 14 Purgative Bulimia (P-BN)), according to DSM-IV criteria, were selected from those who came for treatment in the Ciudad Real General Hospital Eating Disorder Unit. Twelve healthy controls were also included. All of the subjects underwent a brain SPECT to measure regional cerebral blood flow (rCBF) in baseline situation (rest). A second one was performed after a visual neutral stimulus (sight of a calm sea) and another one after confronting them with their own corporal image, filmed two weeks before. A battery of questionnaires was administered to evaluate general and eating psychopathology. Patients with NP-BN showed less eating and general psychopathology. Furthermore, unlike patients with R-AN and P-BN, they did not experience an increase of the rCBF when confronted with their own body image. Discriminant variables were body dissatisfaction measured with the BSQ, BMI; BITE scores, ideal silhouette scores, and temporal right hyperactivation when they were shown their own body image. The subgroup of patients diagnosed with NP-BN showed less emotional alteration and less emotional response when they were shown their own body image than the rest of patients with EBD. These differences might have implications from the therapeutic, prognostic or even taxonomic viewpoint.

  15. Feasibility Study to Evaluate Candidate Materials of Nanofilled Block Copolymers for Use in Ultra High Density Pulsed Power Capacitors

    DTIC Science & Technology

    2015-10-26

    power capacitors Dharmaraj Raghavan HOWARD UNIV WASHINGTON DC Final Report 10/26/2015 DISTRIBUTION A: Distribution approved for public release. AF Office...materials of nanofilled block copolymers for use in ultra high density pulsed power capacitors 5a.  CONTRACT NUMBER 5b.  GRANT NUMBER FA9550-12-1-0306...permittivity of inorganic fillers with the high breakdoen strength (Ebd) of polymer matrix to obtain high energy density capacitors . Our strategy of

  16. Introduction to the basics of evidence-based dentistry: concepts and skills.

    PubMed

    Forrest, Jane L

    2009-09-01

    The purpose of this section of the ADA Champions Pre-Conference is to review the basics of Evidence-based dentistry (EBD), research designs and levels of evidence, and identify the skills necessary for clinicians to efficiently use an evidence-based approach in practice. This session of the pre-conference preceded the session on the skills needed to define a clinical question and search for the evidence to answer that question.

  17. Advances in Biotechnology and the Biosciences for Warfighter Performance and Protection: Anti-Aptamers for Revenom

    DTIC Science & Technology

    2006-10-01

    TijerinJ. Mark Sloan Conceptual MindWorks, Inc. 9830 C eBd. Ste 377 San Antonio TX 78230 October 2006 Appovd orpubicreeaedisriutonunimie Air Force Research ...or sell any patented invention that may relate to them. This report was cleared for public release by the Air Force Research Laboratory, Brooks City...Conceptual MindWorks, Inc. 9830 Colonnade Blvd., Suite 377 San Antonio, TX 78230 10. SPONSOR/MONITOR’S ACRONYM(S) Air Force Research Laboratory AFRL

  18. Mammea coumarins from the flowers of Mammea siamensis.

    PubMed

    Mahidol, Chulabhorn; Kaweetripob, Wirongrong; Prawat, Hunsa; Ruchirawat, Somsak

    2002-05-01

    Four new mammea coumarins, mammea E/BA cyclo D (1), mammea E/BC cyclo D (2), mammea E/BD cyclo D (3), and mammea E/AC cyclo D (4), were isolated from the flowers of Mammea siamensis, along with six known coumarins. Extensive 1D and 2D NMR experiments and other spectroscopic studies, as well as chemical transformations, were employed to determine the structures of 1-4.

  19. Tubercular versus Crohn’s ileal strictures: role of endoscopic balloon dilatation without fluoroscopy

    PubMed Central

    Singh Rana, Surinder; Kumar Bhasin, Deepak; Rao, Chalapathi; Singh, Kartar

    2013-01-01

    Background Benign ileal strictures can cause considerable morbidity and they have been conventionally treated with surgery. The aim of this study was to report our experience of endoscopic balloon dilatation (EBD) in patients with terminal ileal strictures because of Crohn’s disease and tuberculosis. Methods Over the last 8 years, 9 patients (6 males; mean age 39.7±13.2 years) with benign terminal ileal strictures were treated by EBD using a colonoscope and through-the-scope controlled radial expansion balloon dilators. Results The etiology of benign ileal stricture was Crohn’s disease in 5 and tuberculosis in 4 patients. All the patients with Crohn’s disease had no or partial response to 4 weeks of steroid therapy and there were no mucosal ulcerations on ileoscopy. Three patients with ileal strictures due to tuberculosis underwent dilatation after completion of the antitubercular therapy (ATT) while one patient required dilatation 3 months after starting ATT. All patients had single ileal stricture with length of stricture ranging from 0.6-1.8 cm. EBD was successful in all 9 patients with a median number of dilating sessions required of 2 (range: 1-5 sessions). Patients with Crohn’s disease required more endoscopic sessions as compared to patients with tuberculosis but this difference was not statistically significant (mean number of session being 3.0±1.58 vs. 1.75±0.5 sessions respectively; P=0.1). One patient with ileal tuberculosis had enterolith proximal to the stricture that could be removed with dormia. There were no complications of the endoscopic procedure. Conclusions EBD is an effective, safe, and minimally invasive treatment modality for benign ileal strictures. PMID:24714760

  20. An approach to define semantics for BPM systems interoperability

    NASA Astrophysics Data System (ADS)

    Rico, Mariela; Caliusco, María Laura; Chiotti, Omar; Rosa Galli, María

    2015-04-01

    This article proposes defining semantics for Business Process Management systems interoperability through the ontology of Electronic Business Documents (EBD) used to interchange the information required to perform cross-organizational processes. The semantic model generated allows aligning enterprise's business processes to support cross-organizational processes by matching the business ontology of each business partner with the EBD ontology. The result is a flexible software architecture that allows dynamically defining cross-organizational business processes by reusing the EBD ontology. For developing the semantic model, a method is presented, which is based on a strategy for discovering entity features whose interpretation depends on the context, and representing them for enriching the ontology. The proposed method complements ontology learning techniques that can not infer semantic features not represented in data sources. In order to improve the representation of these entity features, the method proposes using widely accepted ontologies, for representing time entities and relations, physical quantities, measurement units, official country names, and currencies and funds, among others. When the ontologies reuse is not possible, the method proposes identifying whether that feature is simple or complex, and defines a strategy to be followed. An empirical validation of the approach has been performed through a case study.