Book Description

Research reveals that students with emotional disturbance or behavior-related disorders experience disproportionately high rates of academic exclusion and poor academic and social success. In addition, these students with emotional disturbance and behavior-related disorders experience more extreme disciplinary measures and lower rates of positive teacher interactions. Research findings have established that many of these reduced student outcomes can be linked to the high instructional and managerial demands that students with emotional disturbance and behavior-related disorder place upon the general education teacher. A comprehensive review of the literature acknowledged a need to: a) substantially increase general education teacher awareness of the factors that influence student behavior, b) to challenge teacher perceptions of student behavior, and c) to provide teachers with the resources and professional development necessary to systematically implement positive behavioral interventions within the general education classroom. While an abundance of strategies and interventions exist, creating a singular resource which organizes resources within a framework of tiered interventions has been created to facilitate the ability of general education teachers to adapt these interventions to use in their existing classroom routine while ensuring all students, including students with emotional disturbance and behavior-related disorders have access to evidenced based intervention that minimizes disruption for the student and the classroom as a whole.