• Managing Students' Emotional Behavioral Disorder Inside and Outside of the Classroom: A Meta-Synthesis

      Fielding, Estelita D. (University of Alaska Southeast, 2012-06-11)
      This metasynthesis of the literature focuses on managing students with emotional/behavioral disorders (EBD) inside and outside of the classroom. Students with EBD require large amounts of time and attention, often unplanned and in response to disruptive behaviors. Students with EBD can take a heavy emotional and physical toll on teachers, staff and peers involved with them, and instruction time for other students can be shortened or delayed due to disruptive behaviors. School districts find retention more difficult when students with EBD are present due to the high stress factor. When teachers and staff have the appropriate preparation and tools, however, students with EBD can be successful in an inclusive school setting with minimal disruptive behavior. Furthermore, as they make progress, they can practice self-management techniques to achieve more independence.
    • Students with Emotional and Behavioral Disorders in Inclusive Settings: A Meta-Synthesis

      Curry, Isaac (University of Alaska Southeast, 2013-04-25)
      Looking at students with emotional and behavioral disorders (E/BD) through the general educator’s eyes is often overwhelming and frustrating. Some of the behaviors that accompany students with E/BD are anti-social and pervasive to the general education setting. The category of E/BD is defined by the Individuals with Disabilities Education and Improvement Act of 2004 (IDEA) as: (A) An inability to learn which cannot be explained by intellectual, sensory, or health factors; (B) An inability to build or maintain satisfactory relationships with peers and teachers; (C) Inappropriate types of behavior or feelings under normal circumstances; (D) A general pervasive mood or unhappiness or depression; or (E) A tendency to develop physical symptoms or fears associated with personal or school problems. (IDEA, 2004) There are several strategies suggested throughout the literature on E/BD that can be implemented to minimize the general educators’ feelings of frustration.
    • Teaching Students with Emotional and Behavioral Disorders in Inclusive Classrooms (Grades P-3): A Meta-Synthesis

      Clifford, Melody (University of Alaska Southeast, 2011-08-02)
      This meta-synthesis focuses on the literature pertaining to students with emotional and behavioral disorders in inclusive preschool through third grade classrooms. The first purpose of this study was to discover the feelings and ideas that teachers, parents and community members have. Teachers, parents and community members have varying views about inclusion of students with emotional and behavioral disorders. The second purpose was to discover ideas that teachers could use in the classroom to successfully support students with emotional and behavioral disorders.