Annotated bibliography

Behavior fisorders/emotional disturbances. (2011). Retrieved from http://www.cec.sped.org/AM/Template.cfm?Section=Behavior_Disorders_Emotional_Disturbance

This website is the Council for Exceptional Children. This is a great resource for parents, teachers, and others who work with students with special needs. The link here is specific to behavior disorders. It provides information about what behavior disorders are, what one might see in a child with a behavior disorder, and resources that may help you with further researching the topic.

Blood, E. (2010). Effects of student response systems on participation and learning of students with emotional and behavior disorders. Behavior Disorders, 35(3), 214-228.

This journal article examined how well the student response (SRS) system worked with students with emotional and behavior disorders in schools. Researchers looked into the effects of SRS on participation, behavior, and academic achievement and if there would be an increase on any of these categories. They found that there was an increase in behavior, but not really in engagement in the classroom.

Californiainclusion and behavior consultation network. (n.d.). Retrieved from http://www.cibc-ca.org/index.html

This organization is based out of Californiaand funded by the Department of Education of California. It is a resource for teachers and parents of students with special needs, especially with behavior disorders. Although it is directed toward young children, it is a great resource to teachers and parents to work with students with emotional disorders.

Center for change in transition services. (n.d.). Retrieved from http://www.seattleu.edu/uploadedFiles/CCTS/Transition Services Flow Chart 12-09.pdf

This flowchart shows the process in which a student transitions from special education to post graduation. The school counselor’s job is to help students get the resources and prepare students transition into the next step of their life. This organization, CCTS, gives resources for students, parents, teachers, etc. to help with the transition process.

Emotional beavhior disorders. (2012). Retrieved from http://www.gallaudet.edu/clerc_center/information_and_resources/info_to_go/educate_children_(3_to_21)/students_with_disabilities/emotionalbehavioral_disorders.html

This website is a great resource for someone to look for information on various disorders and disabilities. There is information on characteristics of EBD and recommendations for educators to help ease behavior issues in the classroom.

Emotional and behavior disorders. (2008). Retrieved from http://behaviordisorder.org/articles13.html

This website describes what emotional behavior disorders are, and which disorders fall into this category. It also explains that the DSM IV does not have this category; they have a different way of diagnosing someone with an emotional behavior disorder. This website is a great tool for helping someone who is researching what emotional behavior disorders are.

Griffith, A. K., Trout, A. L., Hagaman, J. L., & Harper, J. (2008). Interventions to improve the literacy functioning of adoleschents with emotional and/or behavior disorders: a review of literature between 1965 and 2005. Behavior Disorders, 33(3), 124-140.

 This literature review examined different interventions used to help students who have emotional behavior disorders with literacy skills. Researchers found that the interventions showed to be helpful to students, but the population of students with emotional behavior disorders was not represented well. Researchers found that there could be research done on the location of the interventions for the students.

Guidance for parents about special education services. (n.d.). Retrieved from http://www.k12.wa.us/SpecialEd/Families/Behavior/default.aspx

This website is a great resource for parents, teachers, and anyone working with a child who may have special needs. This shows parents and teachers what the process is for getting a child tested for services. This also explains what Individual Education Plans (IEPs) are and what other resources there are if a child does not qualify for special needs services.

Hewitt, M. B. (n.d.). Meeting the challenge of inclusion for students with emotional disabilities. CHOICES, 2, 32-29.

This source is from a journal called CHOICES. It is a great resource for determining perspectives of parents, teachers, staff, and students who have emotional disorders. This source is helpful in determining what concerns are related to students with emotional behavior disorders, and how to help those with emotional disorders.

http://www.behavioradvisor.com/InclusionOfEBD.html

Idol, L. (2006). Toward inclusion of special education students in general education. Remedial and Special Education, 27(2), 77-94.

This journal article looked at eight schools, four elementary schools and four middle schools, and analyzed the least restrictive environment of students with special education needs. Researchers looked at how long students were in a general education class and how they have progressed with implementing a least restrictive environment. They also looked at the teachers’ attitudes toward inclusion. Researchers also researched students’ attitudes toward inclusion.

Inclusion vs. self-contained classrooms . (2009, March 08). Retrieved from http://forums.theteacherscorner.net/showthread.php?7551-inclusion-vs.-self-contained-classrooms

This blog is for teachers who have all types of questions related to the education field. This particular page had a teacher asking about the debate of inclusion versus self-contained classrooms. The pros and cons were both interesting to read, and the responses to this post had good insight.

Kauffman, J. F., Lloyd, J. W., Baker, J., & Riedel, T. M. (n.d.). Inclusion of all students with emotional or behavior disorders? let's think again. Educating Exceptional Learners,

This article gave different scenarios where students with emotional behavior disorders can be challenging to teachers when they are in the general education classroom. They emphasized that while the laws state that students should be put in a least restrictive environment, they believe that some cases having a child with a behavior disorder may make students feel unsafe at school, and the student may make him or her unsafe by his or her uncontrollable outbursts. Those that wrote this article argued that a general education classroom may not be the best place for a child with an emotional behavior disorder.

Mowat, J. (2009). The inclusion of pupils perceived as having social and emotional behavior difficulties in mainstream schools: a focus upon learning. Support for Learning, 24(4), 159-169.

This article discusses the difficulties with inclusion and students with emotional behavior disorders. Overall, inclusion is typically positive to a student with an emotional behavior disorder, but it can be a challenge to those working with that child. They found that there is a clear misunderstanding of what is occurring with the student, therefore expectations are low.  When there is good support in the classroom, student engagement increases and expectations are met.

Mowat, J. G. (2010). Inclusion of pupils perceived as experiencing social and emotional behavioral difficulties (sebd): affordances and constraints. International Journal of Inclusive Education, 14(6), 631-648.

This article looked at how well the Support Group Initiative (SGI) worked with students who have emotional and behavior disorders. Mowat wanted to determine if SGI was a useful tool for students with emotional and behavior disorders; what she found was the leaders of SGI played a large roll in the effectiveness of the program. Students and teachers responded better when there was helpful support.

Nyberg, L., Henricsson, L., & Rydell, A. M. (2008). Low social inclusion in childhood: adjustment and early predictions. Infant and Child Development, 17, 639-656.

This article discussed a long-term study that looked at students with emotional behavior disorders and their acceptance with their classmates. This study compared students’ emotions with acceptance in school. They found that there was a difference between males and females with their emotions and their acceptance in class. Girls were more shy and boys felt lonely.

Simpson, R. L. (2004). Inclusion of students with behavior disorders in general education settings: research and measurement issues. Behavior Disorders, 30(1), 19-31.

This article discussed the laws related to special education and four common themes related to inclusion. The first theme was about the appropriateness and relevance of measuring inclusion, the second theme was how clearly identified inclusion was and how it is measured, the third was the extent to which research how shown was interventions work with children with emotional behavior disorders, and lastly, the social validity of inclusion of students with emotional behavior disorders.

Smith, D. D. (2007). Emotional or behavior disorders defined. Retrieved from http://www.education.com/reference/article/emotional-behavioral-disorders-defined/

This is an article from a book that introduces emotional behavior disorders. This also gives the history of EBD and the laws that were passed to help students with these disorders. There is also an explanation of behaviors one might see with a student who has EBD.

Special education in contemporary society [Theater]. (2010). Available from http://www.youtube.com/watch?v=5ohDiksNKYc

This video shows a teacher who explains that a child was not diagnosed with an emotional behavior disorder, but she saw signs of this child having one. She discussed how she had trained the class how to work with specific situations with that child, for example, the child running out of the classroom. There was a sequence of events that would occur and when this happened, the students knew what to do. By the end of the school year, the teacher was able to refer that student to get him or her the resources necessary to be successful at school.

Turnbull, A., Turnbull, R., & Wehmeyer, M. L. (2007). Exceptional lives special educaiton in today’s schools. (5th ed., pp. 156-177). Upper Saddle River, NJ: Pearson.

This chapter out of this textbook was about students with emotional behavior disorders. There was information that included signs of a students having an emotional behavior disorder, how to assess a student, and what possible options were for an IEP for a student with an emotional behavior disorder. There was also a section about how to measure progress in a student with an emotional behavior disorder.

Zappone, S. (n.d.). Emotional and behavior disorders [Theater]. Available from http://www.teachertube.com/viewVideo.php?title=Emotional_or_Behavioral_Disorders&video_id=167429

This video goes into detail about what you might see in a student with an emotional behavior disorder. Zappone discusses possible intervention and how to help a student control their outbursts.