Date of Defense
12-6-2013
Date of Graduation
5-2015
Department
Special Education and Literacy Studies
First Advisor
Sarah Summy
Second Advisor
Matthew Hoge
Third Advisor
Shawna Camburn
Abstract
Teachers of students with emotional and/or behavior disorders (E/BD) must use a variety of methodologies and interventions to address the varied academic and behavioral needs of their students (Walker & Gresham, 2013). Students identified as needing E/BD services require specific strategies that are researched based and have been proven to be successful in improving student outcomes (Kauffman & Landrum, 2009; Evans, Harden, & Thomas, 2004). After an extensive literature review from the past 10 years this paper presents some of the most frequently discussed research-based themes and subsequent interventions within the theme areas. The three most cited research-based themes presented in this paper focus on the areas of: academic engagement, classroom management, and effective praise. It is this author's hypotheses that if teachers of students with E/BD successfully implement the identified themes and subsequent interventions into their teaching repertoire students overall success will improve. This is a vital concept for current teachers of students with E/BD as they face increased accountability for student success at a time when retention rates of teachers for students with E/BD are low and teacher evaluations become more prevalent.
Recommended Citation
Cole, Brittnae, "Effective Teaching Practices to Strengthen Outcomes for Students with Emotional Behavior Disorders" (2013). Honors Theses. 2574.
https://scholarworks.wmich.edu/honors_theses/2574
Access Setting
Honors Thesis-Open Access