Bd Case Studies

Boreson, L. (1994). A programming guide for emotional disturbance. Wisconsin Department of Public Instruction, 5(2)27-50.

Seventy-four students with behavioral disorders (BD) were interviewed to determine their perceptions of what skills general and BD teachers need. Students requested that teachers learn to be fair and respect students and to be sensitive to students’ feelings and develop counseling skills. Other themes dealt with personal qualities, instructional skills, behavior management, crisis management, and background knowledge.

Cambone, J. (1994). Teaching troubled children: A case study in effective classroom practice. New York: Teachers College Press, 26(7), 146-170. This article describes a pilot project at an elementary

This article discusses the definition of emotional behavior disorder, the prevalence of emotional behavior disorder, assessments and identification of EBD, characteristics, and interventions and instruction. Intervention based on behavior principles is the most effective way to responding to EBD, as explained by Hallahan and Kauffman (2009).

Lane, K., Barton, S., Nelson, J., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education. pp.43-62. This study describes the academic, social, and behavioral performances of elementary and secondary students with emotional and behavioral disorders receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how schools adjust and problem behaviors patterns predicted academic performance. Students with EBD commonly engage in behaviors that negatively affect their educational performance. Increasing evidence shows negative academic outcomes typically of this

The relationship between environmental factors and the disability are becoming clearer. According to this article there are three general areas that can contribute to emotional and behavioral disorder: biology, home and community, and school. Environment and culture are the context in which behavior unfolds (Maag, 2000). Whether negative or positive, home and community shape and influence students’ individual development and growth. There is no single experience that contributes to student’s behavior. Inappropriate behavior draws unwanted attention and there are ways to prevent the development of emotional or behavioral