School Psychology Review, 33(3), 323-325. Martini-Scully, D. D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37(2), 149-156.
Many children come to school with behavior problems that impede their learning and disrupt the the learning of other children. As early as preschool as many as twenty-five percent of children demonstrate problematic behaviors which place them at risk for future negative school experiences (Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J, 2009). These children exhibit aggression, defiance, bullying of others, poor work habits, and acting out in class. Overtime these behaviors become chronic for some students and cyclical patterns of poor behavior, reactionary discipline, failed relationships with staff and peers, low self-esteem, and poor academic performance plague these children. Many teachers feel frustrated as they spend the majority of their classroom management time on the same few children each day.
Emotionally Disturbed Students Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. The academic deficits exhibited by students with emotional and behavioral disorders (E/BD) are well documented in research literature. As outlined in the federal definition of emotional disturbance, students with this disorder demonstrate an inability to learn and, as a result, pose instructional challenges alongside the behavioral problems that they exhibit in the school environment. Many of these students require intensive instruction to maintain the academic skills they have been taught and to improve their academic deficits. For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996).
The Journal of Special Education, 38(4), Retrieved from ERIC Rea, P., MClaughlin, V., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), Retrieved from ERIC (Rea, MClaughlin, & Walther-Thomas, 2002) Rosas, C, & Campell, L. (2010). Who's teaching math to our most needy students? a descriptive study.
Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21. Retrieved from Teacher Reference Center database on October 23, 2010.
Are Students with ADHD More Stressful To Teach? Patterns of Teacher Stress in an Elementary School Sample. Journal of Emotional and Behavioral Disorders, 10, 79-89. http://search.epnet.com/direct.asp?an=EJ647177&db=eric 10. Heilegenstein, Eric; Guenther, Greta; Levy, Andrea; Savino, Felix; Fulwiler, Jan.(1999) Psychological and Academic Functioning in College Students with Attention Deficit Hyperactivity Disorder. Journal of American College Health, 47, 181-185. http://search.epnet.com/direct.asp?an=EJ580716&db=eric
Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18(2), 70-81. Sutherland, K. S., & Oswald, D. (2005). The relationship between teacher and student behavior in classrooms for students with emotional and behavioral disorders: Transactional processes. Journal of Child and Family Studies, 14, 1–14.
McWayne, C., Hampton, V., Fantuzzo, J., Cohen, H. L., & Sekino, Y. (2004). A multi-variate examination of parent involvement and the social and academic competencies of urban kindergarten children. Psychology in the Schools, 41, 363–377. Wright, K., Stegelin, D.A., & Hartle, L. (2007).
Classroom variables and access to the general curriculum for students with disabilities. Exceptional Children, 74(1), 101-120. Zigmond, N., Levin, E., & Laurie, T.E. (1985). Managing the mainstream: An analysis of teacher attitudes and student performance in mainstream high school programs.