What Is Right With Behavior Disorders: Seminal Achievements and Contributions of the Behavior Disorders Field

Walker, Hill M.; Sprague, Jeffrey R.; Close, Daniel W.; Starlin, Clay M.

doi:10.1207/s15327035ex0801_3

Cited by 7 publications

(3 citation statements)

References 33 publications

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“…Phase 1 consisted of hand-searches including the last 5 years of the leading journals focusing on issues of social behavior and children and youths with E/BD (e.g., Behavioral Disorders, Journal of Emotional and Behavioral Disorders, Journal of Behavioral Education). Studies referenced in recent reviews of the literature specifically focusing on evidence-based classroom practices were also included within the first phase (Gunter, Coutinho, & Cade, 2002;Walker, Sprague, Close, & Starlin, 2000;Webber, & Scheuermann, 1997).…”

Section: Effective Practices Review Processmentioning

confidence: 99%

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Lewis

Hudson

Richter

et al. 2004

Behavioral Disorders

108

104

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Both No Child Left Behind and the Individuals with Disabilities Education Act require educators to use research-validated practices in classrooms. And yet education, special education, and the field of emotional and behavioral disorders (E/BD) continue to show large gaps in the consistent use of best practices. The authors propose that the research-to-practice gap can be traced to the lack of clear, consistent criteria to determine what are research-based practices and the absence of support structures to assist educators in implementing such practices. A four-phase review process was developed based on current recommendations from the E/BD literature, and a brief review of classroom-based strategies was conducted. Four practices were identified as being research based. The authors discuss each of these practices and call for the field of special education, and E/BD in particular, to develop and adopt a universal set of standards to determine research-based practice and look to school systems to support their use.

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Section: Effective Practices Review Processmentioning

confidence: 99%

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Lewis

Hudson

Richter

et al. 2004

Behavioral Disorders

108

104

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“…Sadly, the current federal definition of ED, with its various state constituent definitions has not kept pace with the impressive advances in assessment and intervention technology have emerged since the implementation of this public law governing disabilities of school-age youth. Despite these advances and many things that are "right" with the special education EBD field (e.g., Walker, Sprague, Close, & Starlin, 2000), until the definition and related criteria are modernized, the difficult state of affairs related to it may inhibit the field from reaching the potential that such advances promise.…”

Section: Externalizing and Internalizing Broadband Dichotomymentioning

confidence: 99%

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

Merrell¹,

Walker²

2004

Psychology in the Schools

Self Cite

119

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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 clause and its impact is detailed herein. We argue that the federal ED definition, and especially its SM exclusionary clause, have both served to inhibit the progress of the behavior disorders subspecialty within the special education field, and have diverted energy and attention from more important aspects of serving students with behavioral and emotional problems. From both a pragmatic and empirical standpoint, we argue that the SM exclusionary clause is untenable, and that it deserves neither our support nor the continued professional focus that it continues to demand. Using the "Triangle of Support" model as an exemplar, we propose that assessment methods should be linked to comprehensive systems of service delivery to provide a true cascade of services for students with behavioral and emotional problems. Recommended alternative definitions of ED are discussed, including the National Coalition definition of Emotional and Behavioral Disorders that narrowly missed congressional approval for replacing the current definition. Further, we recommend adoption of the externalizing-internalizing broadband dimensional dichotomy as an emerging and scientifically sound alternative way of conceptualizing emotional and behavioral problems.

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“…The research literature generally supports the notion that students with EBD will face lifelong challenges if not provided effective supports to address their unique needs (Kendziora, 2004). Recent advances in our understanding of what works for some students struggling with emotional and behavioral problems have resulted in the recommendations of numerous evidence-based practices in the literature (Tankersley et al, 2004;Walker et al, 2000). While this progress is promising, it must be tempered with the awareness of the challenges of implementation, acknowledgment of our limited knowledge of effective programming, and recognition of the work still left to be done.…”

Section: Discussionmentioning

confidence: 99%

An examination of the feasibility and implementation fidelity of a multi-component treatment program for students with EBD

Sims

2023

Preventing School Failure: Alternative Education for Children a

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the practice of serving students with emotional and behavioral challenges in the United states has been fraught with anxiety, fear, and stress. Fortunately, researchers in the field of emotional and behavioral disorders (eBD) have identified a range of empirically supported interventions to improve outcomes for students with eBD. this study sought to examine the feasibility of tieRs, a special education-based treatment program for students with eBD, in 10 self-contained classrooms. Despite the provision of multiple evidence-based supports for implementation, two and a half years of fidelity data indicated that none of the participating classrooms fully implemented the program as intended. these findings raise at least some concern regarding the practicality of the tieRs program, as designed, for its targeted setting/population. study limitations and future directions are discussed.

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What Is Right With Behavior Disorders: Seminal Achievements and Contributions of the Behavior Disorders Field

Cited by 7 publications

References 33 publications

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

Deconstructing a definition: Social maladjustment versus emotional disturbance and moving the EBD field forward

An examination of the feasibility and implementation fidelity of a multi-component treatment program for students with EBD

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