Bruhn, A.L., Woods-Groves, S. and Huddle, S.

(2014) A preliminary investigation of emotional

and behavioral screening practices in K12 schools, Education and Treatment of

Children, 37(4), pp. 611634.

This article is a study aiming to gather information on the screening practices for

emotional and behavioral disorders (EBD) being used in K-12 schools. Universal

screening in schools can be used to identify students with both internalizing and

externalizing behaviors. The study used an electronic survey aimed to identify the

prevalence and types of school-wide emotional and behavioral screening (SEBS). The

results show that 12.6% of the 454 respondents use SEBS in their school or district. This

is relatively low compared the academic and health screenings. Rather than universal

screenings, office discipline referrals are the most used data source for behavior

monitoring. The article outlines the most frequently used screeners in the reporting

schools, with the BASC-2 Behavioral and Emotional Screening System (BASC-2/BESS)

being the most used. This articles sample size is relatively small compared to the

number of districts and schools but indicates the need for more universal screening

practices in schools. It gives a variety of screening tools that are most frequently used in

schools which can be useful for teachers and psychologists looking to increase the

amount of universal screening in their school.

Daunic, A., Corbett, N., Smith, S., Barnes, T., Santiago-Poventud, L., Chalfant, P., Pitts, D. and

Gleaton, J. (2013) Brief Report: Integrating Social-Emotional Learning with Literacy

Instruction--An Intervention for Children at Risk for Emotional and Behavioral

Disorders, Behavioral Disorders, 19(1), pp. 4351.

Foundations (SELF), a social-emotional learning (SEL) curriculum, targeting students

who are at risk for emotional and behavioral disorders. SELF is designed to be

implemented in small-groups and incorporates emotional and behavioral self-regulation

skills into early literacy by emphasizing vocabulary, comprehension and student talk.

The curriculum addresses five social-emotional learning competencies: self-awareness,

self-management, social awareness, relationship management and responsible decision

making. The article gives a background on the impact that emotional and behavioral

disorders have on students academics and social skills, creating context for the need for

such a curriculum. The researchers found that SELF was engaging for students and

easily integrated into the kindergarten reading curriculum. Significant effects were found

on students internalizing behavior and competence but not on vocabulary or passage

comprehension. This study is useful for an initial understanding of the development for

the SELF curriculum, however, additional studies should be consulted for further

evidence of the curriculums effects on students.

Farmer, T.W., Sutherland, K.S., Talbott, E., Brooks, D.S., Norwalk, K. and Huneke, M. (2016)

Special educators as intervention specialists: Dynamic systems and the complexity of

intensifying intervention for students with emotional and behavioral disorders, Journal

of Emotional and Behavioral Disorders, 24(3), pp. 173186.

This article outlines the complexity of interventions needed for students with emotional

and behavioral disorders. It relates the individual characteristics of a student to the

students surroundings and proposes that interventions must be intensified to be effective

evidence-based practices and specifies the need for two different special educators, each

with a specific role, to work with students with emotional and behavioral disorders. The

article makes explicit the diverse needs of students with emotional and behavioral

disorders and the impact that interventions can have on students based on their

environments or ecologies. The article does not suggest specific evidence-based

interventions for educator use. It is a resource for understanding the basic dynamics that

social, emotional and academic factors play with a student with emotional and behavioral

disorders.

Hawken, L.S., Bundock, K., Kladis, K., OKeeffe, B. and Barrett, C.A. (2014) Systematic

review of the check-in, check-out intervention for students at risk for emotional and

behavioral disorders, Education and Treatment of Children, 37(4), pp. 635658.

This article is a systematic literature review of 28 studies focusing on the outcomes of the

Check-in Check-out (CICO) intervention in elementary and secondary schools.

Specifically, the review focuses on CICO as a Tier 2, targeted, intervention for students at

risk for an emotional or behavioral disorder. The article gives a brief overview of the

CICO system. The results indicate that 45% of participants in the single-subject designs

experienced success with CICO and that the intervention was more successful at an

elementary level than a secondary level. The research suggests that students who did not

respond might need Tier 3 or more individualized CICO systems to show positive gains.

The article gives suggestions for how to implement CICO and implications for future

research. The research reviewed for this article was comprehensive. This article is useful
 for learning about the CICI intervention and for finding resources on implementing it in

the school.

Hirn, R.G. and Park, C.L. (2013) Teacher-Mediated Instructional Strategies for Students with

Emotional or Behavioral Disorders, Beyond Behavior, pp. 19.

This article provides teacher-based instructional and environmental strategies to use with

students with emotional and behavioral disorders (EBD). It suggests that teachers must

begin by setting up class wide environmental antecedents such as rules and routines in

order to integrate more specific behavior and instructional management practices.

Additionally, classroom management and instruction must be carefully planned before

instruction begins to ensure that structure and predictability is seen throughout a lesson.

During a lesson, active teaching and active learning is crucial for positive experiences

during learning experiences. After instruction, teachers can provide organizational help

to students with EBD. The article gives a layout for an instructional sequence of student

and teacher actions which is helpful to consider in lesson planning. The strategies in this

article are useful for teachers to be explicit and intentional in their lesson planning

involving students with EBD.

Mastropieri, M.A. and Scruggs, T.E. (2014) Intensive instruction to improve writing for students

with emotional and behavioral disorders, Behavioral Disorders, 40(1), pp. 7883.

This article examines the existing research surrounding writing interventions for students

with emotional and behavioral disorders (EBD) as well as provides suggestions for future

research. The article gives background on the importance of writing interventions for

students with EBD, stating that writing is particularly challenging for these students.
 Metacognitive and self-regulation strategies are highly encouraged by the authors and

cited by multiple studies as being effective in increasing writing achievement in students

with EBD. The self-regulated strategy development model is one example of writing

intervention models that has shown success for students with EBD. The article suggests

that more research is needed to determine longer-term effects of writing interventions as

well as addressing the Common Core standards. The article consolidates much of the

research available addressing writing interventions for students with EBD and gives

references for the studies behind the interventions success. This article can be used to

find effective strategies and research that the strategies are based on to support the

writing skills of students with EBD.

McCurdy, B., Thomas, L., Truckenmiller, A., House Rich, S., Hillis-Clark, P. and Lopez, J.C.

(2016) School-Wide Positive Behavioral Interventions and Supports for Students with

Emotional and Behavioral Disorders, Psychology in the Schools, 53(4), pp. 375389.

This article accounts a participatory action-research method that aims to evaluate the

impact of school-wide positive behavioral interventions and supports (SWPBIS) in a self-

contained school (SCS) for students with emotional and behavioral disorders (EBD). The

article explains SWPBIS as an evidence-based practice (EBP) that is based on different

levels of support for student. The study specifically looked at the Tier 1 or universal level

of SWPBIS. Results indicate that over the course of 1 year the implementation of the

Tier 1 system was improved and that the number of emergency safety interventions and

discipline referrals decreased dramatically. The study lists various limitations, including

lack of experimental design, stating that any conclusions about SWPBIS should be

considered anecdotal due to these limitations. The article is a resource for educators and
 other school professionals about SWPBIS at the universal level for students with EBD in

a SCS.

Nelson, J.R., Benner, G.J., Lane, K. and Smith, B.W. (2004) Academic achievement of K-12

students with emotional and behavioral disorders, Exceptional Children, 71(1), pp. 59

73.

This article is a cross-sectional study that examines the academic achievement of 155 K-

`12 students with emotional and behavioral disorders in the public school setting. The

study indicates 3 principle findings. First, both male and female students with emotional

and/or behavioral disorders achieved significantly lower academically than the norm

group across all content areas. Second, academic achievement levels in reading and

written language stayed consistent over time while deficits increased in math over time.

Third, externalizing behaviors (e.g. attention, aggression, delinquency) were related

somewhat to academic achievement over time. The article compares the present study to

previous research findings on academic achievement and emotional and behavioral

disorders and finds consistency with much of the previous research. The implications of

the article suggest that early identification of academic needs in students with emotional

and behavioral disorders is crucial. Additionally, the article suggest the need for more

research on effective academic interventions for students with emotional and behavioral

disorders. This article is useful for understanding the need for interventions and

resources for schools serving students with emotional and behavioral disorders as it is

based on many different research studies in addition to the present study.

positive behavioral interventions, Childhood Education, 84(2), pp. 102104.

This article outlines five strategies for problem behaviors in the elementary grades. The

first strategy is to co-create a set of classroom rules that reflect the diversity of students

and create a positive environment and mutual respect among students. The second

strategy is positive reinforcement where the teacher reinforces desirable classroom

behaviors. The third strategy is an individual contract for a specific student who has an

identified behavior that is problematic. The fourth strategy is planned ignoring in which

the problem behavior is intentionally ignored while desired behaviors are reinforced. The

final strategy is redirection where a teacher can guide a student to a different activity to

prevent a problem behavior or decrease the escalation of a behavior. The strategies

suggested are good for general classroom guidelines but need more individualization for

students with emotional and behavioral disorders. The strategies must be carefully

planned and executed with students with EBD because of the large impact the

environment, including the teacher, has on the students emotional state. This is a good

quick guide for ideas for managing classroom behaviors.

Regan, K.S. (2009) Improving the way we think about students with emotional and/or

behavioral disorders, TEACHING Exceptional Children, 41(5), pp. 6065.

This article outlines four ways that educators can improve the way they think about

students with emotional and behavioral disorders. The first consideration, reflection,

allows teachers to be aware and remove their preconceptions and ego from the situation
in order to best serve students as well as improve upon their practice. The second

consideration, relationships, emphasizes the importance of trust between the teacher and

student as well as positive peer relationships in order for classroom success. The third

consideration, roles, explains the necessity for explicit instruction with changing roles of

the student and expectations throughout the school day. The final consideration,

resources, states various resources within the school and in curriculum. The resources are

brief and not specific in what behaviors or emotions they address. The information in

this article is generalized and surface-level. It is useful as an introduction to working

with students with emotional and behavioral disorders but more in-depth information is

needed to address specific behaviors and emotions.