Expanding the gaze and moving the needle: Inclusion for students with EBD

Lanterman, Christopher; Lockwood, Adam; Sealander, Karen; Winans, Shannon; Novelli, Michelle

doi:10.1080/1045988x.2020.1852526

Cited by 5 publications

(8 citation statements)

References 53 publications

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“…Because elementary general educators are with the same students most of the school day, they have more opportunities to create socially inclusive environments. However, elementary general educators sometimes struggle to identify and use evidence-based practices to support the academic, behavioral, and social-emotional needs of students with disabilities in their classrooms (Lanterman et al, 2021). In addition, students with EBD can display challenging behaviors and find it difficult to create relationships (Farmer, Talbott, et al, 2018;Landrum, 2017), making it hard for elementary general educators to effectively manage the behaviors in which these students engage (Lanterman et al, 2021).…”

Section: General and Social Inclusionmentioning

confidence: 99%

“…However, elementary general educators sometimes struggle to identify and use evidence-based practices to support the academic, behavioral, and social–emotional needs of students with disabilities in their classrooms (Lanterman et al, 2021). In addition, students with EBD can display challenging behaviors and find it difficult to create relationships (Farmer, Talbott, et al, 2018; Landrum, 2017), making it hard for elementary general educators to effectively manage the behaviors in which these students engage (Lanterman et al, 2021). This can further complicate the students’ education, and make social inclusion more challenging.…”

Section: General and Social Inclusionmentioning

confidence: 99%

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General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders

McGuire

Meadan

2022

Behavioral Disorders

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Students with emotional and behavioral disorders (EBD) exhibit challenging behaviors and social skills delays that can interfere with their ability to build relationships. Intervening early (e.g., in elementary school) can prevent short- and long-term consequences of these challenging behaviors. General educators serve as the primary educator of these students, with some students with EBD spending more than 80% of their school day in the general education setting. In addition, given the amount of time elementary students spend with their general educators, these educators may be able to build a community that can help students establish and maintain positive relationships while engaging equally and actively in classroom activities. The purpose of this study was to explore elementary general educators’ perceptions of social inclusion of students with EBD, and to identify facilitators and barriers of social inclusion. We identified four themes: social inclusion, relationships, facilitators, and barriers and needs. Findings indicated that general educators work to socially include students with EBD, but barriers related to collaboration with special educators and needed professional development. Implications include the need for more collaboration between practitioners to promote socially inclusive environments for students with EBD.

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Section: General and Social Inclusionmentioning

confidence: 99%

Section: General and Social Inclusionmentioning

confidence: 99%

General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders

McGuire

Meadan

2022

Behavioral Disorders

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“…Third, incorporate your self-monitoring intervention efforts into the contexts in which you work. As Melloy and Murry (2019) and Lanterman et al (2021) noted, self-monitoring works very well within multi-tiered prevention frameworks. Self-monitoring interventions can be taught across tiers, to whole classes (Tier 1), small groups (Tier 2), or individual students (Tier 3).…”

Section: Implementation Tips For Teachersmentioning

confidence: 99%

“…Promoting the use of research- or evidence-based practices within a multitiered support system (MTSS) such as response to intervention (RTI) is an integral part of social justice. Less than half of the students with EBD are placed in the general education classroom for 80% or more of their day (Lanterman et al, 2021), excluding them from opportunities provided to students in the general education setting.…”

Section: Rationale For Promoting Self-monitoring Of Math Skills In St...mentioning

confidence: 99%

“…They also posited that by not viewing the student as the problem and including the student in a positive behavior-change model, students with EBD are supported within their classrooms and schools. Self-management techniques, such as those discussed in this article, can enable students with EBD to be successful in the general education classroom (Lanterman et al, 2021). Research- or evidence-based practices that help students with EBD participate and learn in their least restrictive environment need to be included in the required skillset of any educator.…”

Section: Rationale For Promoting Self-monitoring Of Math Skills In St...mentioning

confidence: 99%

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Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders

2022

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The present article provides educators of students with emotional and behavioral disorders with information on how to develop students’ math-related self-monitoring skills. A rationale for fostering self-monitoring skill in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention across math content and settings. Readers also learn how to incorporate the self-regulation interventions of self-talk, schema instruction, and Cover-Copy-Compare within math-focused self-monitoring intervention programming.

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Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

Hackney,

Sanders,

Jolivette

et al. 2024

Behavioral Disorders

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The purpose of this systematic review is to examine the current check-in, check-out (CICO) literature base for inclusions of trauma-informed adaptations, specifically within the conversations occurring between CICO facilitators and students. Published studies and dissertations incorporating at least four of the five steps in the CICO intervention and where the same adult served as CICO facilitator in both the check-in and check-out conversations were included. The PRISMA search protocols were followed to identify 36 studies meeting inclusion criteria. Each of the 36 included studies was analyzed to identify study characteristics and settings, intervention adaptations, CICO facilitator nomination and training, and method for selecting daily goals. Micro-coding was used to analyze consistent features and trauma-informed aspects of check-in and check-out conversations across studies. After analyses, findings included lack of specificity on facilitator conversation aspects and no consensus of what such conversations should look like. Future directions for researchers are provided including strengthening CICO conversations to include trauma-informed and relationship-building practices to address specificity and quality of the conversations.

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Expanding the gaze and moving the needle: Inclusion for students with EBD

Cited by 5 publications

References 53 publications

General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders

General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders

Developing Self-Monitoring Skills in Mathematics for Students with Emotional and Behavioral Disorders

Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

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