Youth identified with emotional disturbance who exhibit aggression: Perspectives on origins and options for intervention

Journal of Emotional and Behavioral Disorders

2022

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Special education teachers have one of the most challenging and stressful jobs in public education, which often leads to increased burnout. High levels of burnout have, in turn, been related to lower levels of fidelity of implementation in delivery of evidence-based behavior interventions. The purpose of this position paper is to (a) propose exploration of several potential malleable factors related to burnout of special educators serving students with and at risk for emotional and behavioral disorders, (b) link those suggestions to theoretical frameworks, (c) discuss the relation between burnout and fidelity, and (d) suggest measures that may be used to pursue this research, with the ultimate goal of helping the field discover means of intervention to remediate and prevent burnout.

Section: Delivering Behavior Support Plans To Students With and At Ri...mentioning

confidence: 99%

Special Educator Burnout and Fidelity in Implementing Behavior Support Plans: A Call to Action

Journal of Emotional and Behavioral Disorders

2022

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“…Department of Education, 2021). Students with medically diagnosed disabilities—or “hard disabilities” (e.g., hearing and visual impairments)—are less likely to be misidentified than students being served under IDEA for disabilities with subjective classification systems—or “soft disabilities”—such as ED (Garwood & Adamson, 2022; Garwood & Moore, 2021; Harry & Klinger, 2014; Whitford & Carrero, 2019).…”

Section: Disproportionality In Special Educationmentioning

confidence: 99%

Lifting the Voices of Black Students Labeled With Emotional Disturbance: Calling All Special Education Researchers

Carrero

2022

Behavioral Disorders

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Ill-defined behaviors related to emotional disturbance (ED) classification and a lack of cultural competence have contributed to the over-representation of Black children in special education. Several meta-analyses and systematic reviews of the literature have been conducted to examine the topic of over-representation, but to date, there remains debate surrounding this issue. At the same time, and in recognition of the fact that statistical analyses from quantitative research do not lend voice to the participants in research studies, there is a dearth of qualitative research studies focused on Black students eligible for special education under an ED label where the researchers spoke to the students themselves, rather than asking others (e.g., teachers, parents) about them. In the current forum paper, we call attention to this issue by reviewing the existing studies where researchers have spoken to Black students with ED about their school experience, and we place a call to action before the field of special education researchers.

“…Character education is often viewed as a form of SEL (Elias, Parker, Kash, & Dunkeblau, 2007;Humphrey, 2013;Jones & Doolittle, 2017) because character strengths are intrinsic values and ways of behaving and thinking that promote positive relationships and goal attainment (Collaborative for Academic Social and Emotional Learning, 2015; Peterson & Seligman, 2004). These outcomes (e.g., achieving one's goals, building social relationships) are of paramount importance to all students, especially those with emotional and behavioral difficulties who struggle with prosocial skills (Garwood & Adamson, 2022). For much of history, emotional and behavioral difficulties have been treated as a disorder to overcome or a disease to be cured.…”

Section: Character Education and Positive Psychologymentioning

confidence: 99%

Positivity in Action: Character Education through the Positivity Project

2022

103

Recently, a new program – The Positivity Project (P2; https://posproject.org/) – has been developed to address key implementation challenges for teachers. P2 is a professional development program focused on teacher’s use of project-based learning and a universal student character education curriculum that provides educators and students with tools to support socio-emotional skills through daily, 15-minute learning modules across the school year. In this article, we (a) explain the theory informing P2, (b) detail key implementation components, (c) include real-life accounts from students and teachers using P2 across K-12 and alternative settings, and (d) provide suggestions for evaluating the impact of P2 for those schools considering implementation. The P2 program is informed by positive psychology, a strengths-based approach to instruction that is well-suited to support students with disabilities. Currently, there is promising evidence of P2 effectiveness that could be classified as practice-based evidence (see https://posproject.org/). Schools wishing to explore use of P2 may wish to consider the best ways to measure the effectiveness of the program. One option is the Values in Action Inventory of Strengths for Youth, which was developed to assess the 24 character strengths from positive psychology and has been translated into multiple languages.