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Feature Issue on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders

Published by the Institute on Community Integration (UCEDD) and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota • Volume 18 • Number 2 • Spring 2005

From the Editors

In today’s K-12 schools, educators must effectively work with increasingly diverse populations in their classrooms. This includes educating students identified as having emotional/behavioral disorders (EBD) in the general education classrooms and ensuring their inclusion in all aspects of the school community. This can be a challenging task for several reasons. To effectively educate students with EBD there must be collaboration between all the instructional and administrative staff in the school; everyone must be “on the same page” in implementing prevention and intervention efforts. In addition, there must be a willingness on the part of teachers to explore new teaching methods that more actively engage students with EBD. Ongoing staff development and training are needed to update and maintain educator skills in working with students with EBD. And sufficient resources must be available at the school and district level to sustain programming. This Impact describes how these and other challenges are being addressed around the country, and offers strategies that have been demonstrated to improve positive educational and social outcomes for students with EBD in today’s K-12 schools.

What's Inside

Overview Articles

Students with Emotional/Behavioral Disorders: Promoting Positive Outcomes

School-wide Positive Behavior Support: Investing in Student Success

Fostering Student Success: Five Strategies You Can (and Should) Do, Starting Next Week

Creating Caring Schools

Ten Alternatives to Suspension

Using Self-Monitoring Strategies to Address Behavior and Academic Issues

Teaching for Generalization in Support of Students with Emotional and Behavior Disorders

Functional Assessment of Classroom Behavior Problems

Supporting Social Skill Development in Students with Emotional/Behavioral Disorders

Program and Personal Profiles

Choosing a Better Road: Ernie's Story

Project SUPPORT: A Transition Program for Incarcerated Youth with Disabilities in Oregon

Successful Living is Healing: Cleveland's Positive Education Program

Meet Josh (sidebar)

Turning Around a Minnesota School At-Risk: Dayton's Bluff Elementary

Implementing School-wide Positive Behavior Supports

Improving Social Development School-Wide: The BASE Program

The Impact of Explicit Reading Instruction on Student Achievement: Study Findings

Supporting the Dream of Becoming a Poet (sidebar)

Planning Behavior Improvement at Nebraska's Beatrice High School

Implementing Problem-Solving in Colorado: Wellington Junior High

Resources

Resources of Interest (Part 1)

Resources of Interest (Part 2)

Resources of Interest (Part 3)

Publication Information

Managing Editor: Vicki Gaylord

Issue Editors:

Mary Quinn
American Institutes for Research
Washington, DC

Jennifer McComas

Department of Educational Psychology
University of Minnesota

Camilla A. Lehr
Institute on Community Integration
University of Minnesota

Impact is published quarterly by the Institute on Community Integration (UCEDD), and the Research and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by Grant #90DD0579 from the Administration on Developmental Disabilities, US Department of Health and Human Services; and Grant #H133B031116 from the National Institute on Disability and Rehabilitation Research, US Department of Education.

For additional copies or information contact:

Institute on Community Integration
University of Minnesota
109 Pattee Hall, 150 Pillsbury Drive SE
Minneapolis, MN 55455
612/624-4512
icipub@umn.edu

Impact is available in alternative formats upon request.

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Retrieved from the Web site of the Institute on Community Integration, University of Minnesota (http://ici.umn.edu). Citation: Gaylord, V., Quinn, M., McComas, J., & Lehr, C. (Eds.). (2005). Impact: Feature Issue on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders 18(2). Minneapolis: University of Minnesota, Institute on Community Integration. Available at http://ici.umn.edu/products/impact/182/default.html.
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Hard copies of Impact are available from the Publications Office of the Institute on Community Integration. The first copy of this issue is free; additional copies are $4 each. You can request copies by phone at 612/624-4512 or e-mail at icipub@umn.edu, or you can fax or mail us an order form. See our listing of other issues of Impact for more information.

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