WorldWideScience
 
 
1

Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited  

Science.gov (United States)

This article provides an historical look at how programs and practices for students with emotional or behavior disorders (E/BD) have been evaluated since 1964, leading to a codified, although not universally recognized, set of recommendations for evaluating best practices for students with E/BD set out by The Peacock Hill Working Group (1991). The authors contend that, in addition to the programmatic features of best practice, the addition of the quality indicators and standards for research in special education add a critical dimension for examining the quality of the scientific research of identified best practices. Taken together, these set of recommendations and quality indicators represent the state of the art in program evaluation for best practice and programs for students with E/BD. The goal of this article is to outline the current recommendations and apply them to current behavior intervention practices to ...

2010-08-01

2

Integrating Research, Policy, and Practice to Bring Science to the Classroom: New Leaders' Perspectives on the Field of Emotional and Behavioral Disorders  

Science.gov (United States)

In 1991, the Peacock Hill Working Group provided the field of emotional and behavioral disorders (EBD) a roadmap for improving the quality of services provided to students with EBD. The working group considered issues at every level of the educational system, from the classroom to federal policy. Although many strides have been made in the past 20 years regarding the education and treatment of students with EBD, the gap has persisted between empirically validated practices and the classroom routines of teachers serving students from this population. In the authors' view, the field of EBD would benefit greatly from conceptual and empirical developments to improve the mechanisms required to bring science to the classroom. Using the theoretical underpinnings of implementation science, the authors describe a transactional model for integrating research, policy, and practice to close the research-to-practice ...

2010-08-01

3

Critical Educational Program Components for Students with Emotional and Behavioral Disorders: Science, Policy, and Practice  

Science.gov (United States)

In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD. Program elements include (a) qualified and committed professionals, (b) utilitarian environmental supports, (c) effective behavior management plans, (d) valid social skill and social interpretation training and social interaction programs, (e) proven academic support systems, (f) strong parent- and family-involvement programs, (g) coordinated community support mechanisms, and (h) ongoing evaluation of essential program components and student outcomes and progress. A justification for the program and a comparison of the proposed program with existing models is included in the discussion. (Contains 1 figure.)

2010-12-01

4

Behavioral Momentum during a Continuous Reading Task: An Exploratory Study  

Science.gov (United States)

Adolescents with emotional and behavioral disorders (EBD) often fail to master literacy skills, in part because disruptive behaviors interfere with task engagement and persistence. The theory of behavioral momentum explains the persistence of behavior in the face of changing environmental conditions. The current exploratory study examined variables related to behavioral momentum in the context of a continuous reading task. Participants were three adolescents identified with EBD who were instructional on fifth-grade material. Results indicated that when participants read a third-grade paragraph immediately before a fifth-grade paragraph, they decreased the latency to initiate reading of the fifth-grade paragraph and increased words read correctly per minute on the first 10 words of the fifth-grade paragraph. Results are discussed in terms of the theory of behavioral momentum and the nature of interventions that may be developed to increase ...

2011-09-01