Students at risk for and with emotional disabilities (ED) represent the smallest number of students in our education system, but often require the most resource intensive supports. The diverse academic and social behavioral needs of students with ED create challenges for educators to provide effective educational programming.
Research
Students at risk for and with emotional disabilities (ED) represent the smallest number of students in our education system, but often require the most resource intensive supports (Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008). There is no doubt that the diverse academic and social behavioral needs of students at risk for and with ED create challenges for educators to provide effective educational programming. While there is a strong body of research documenting effective evidence-based practices to inform educational programming, there are also some strong challenges and barriers to implementation. Some of the challenges and barriers include lack of early identification and intervention, lack of teacher preparation and support, and lack of sustained implementation, and fidelity of evidence-based practices (Kern et al., 2009; Lewis, Jones, Horner, & Sugai, 2010).
Application and Resources
The Virginia Department of Education, in collaboration with the Training and Technical Assistance Center at Old Dominion University, has developed online professional learning resources for 25 evidence-based practices. Modules include video learning resources, self-checks, and additional resources to support implementation of the practices at both elementary and secondary levels.
(broken link) Behavior Modules
The modules can be found through the link provided above. These resources can be used by individual teachers, coaches, teacher teams, or for staff professional learning. Consider collaborating with at least one other colleague to provide mutual support and feedback as you explore these resources. Approaching one practice at a time will provide an opportunity to build fluency and implement each practice with fidelity.
References
Kern, L., Hilt-Panahon, A., & Sokol, N.G. (2009). Further examining the triangle tip: Improving support for students with emotional and behavioral needs. Psychology in Schools,46(1), 18-32.
Lewis, T.J., Jones, S.E.L., Horner, R.H., & Sugai, G. (2010). Schoolwide positive behavior support and students with emotional/behavioral disorders: Implications for prevention, identification, and interventions. Exceptionality, 18, 82-93.
Sutherland, K.S., Lewis-Palmer, T., Stichter, J., & Morgan, P.L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
