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Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.

Little research has been conducted regarding the disproportionate representation of minority learners in programs for students with Emotional/Behavioral Disorders (E/BD). To date, the majority of the disproportionality literature examines multiple eligibility categories, most frequently the high incidence disabilities of Mild Intellectual Disabilities, E/BD, and Learning Disabilities. This chapter narrows analytical attention to a single category to add specificity and depth to disproportionality knowledge through a review of the E/BD literature between 2000 and 2010. Of the 16 studies reviewed, we found 11 socio-demographic, quantitative studies that analyzed E/BD special education placement patterns or office discipline referrals for students with E/BD. Two quantitative studies explored ecological conceptualizations of behavioral problems to understand interactions between institutions' special education eligibility processes, and socio-cultural and spatial contexts of schools. Finally, we located three studies that targeted families' perceptions of student behavior, and professionals' biases related to disproportionality. We conclude with reflections about what the current literature suggests as necessary for the next generation of research on this important topic.

Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not receiving services until after the age of 10 (Park & Scott, 2009). By this time, behaviors have become chronic (Lewis, Jones, Horner, & Sugai, 2010) and educators primarily focus interventions on the child's social skills and behavioral deficits while there is a lack of focus on the student's academic needs (Lane, 2007). The purpose of this chapter is to review trends in E/BD research and practice that specifically focus on social emotional and academic interventions. While there is a strong history and direction for behavioral interventions for students with E/BD, researchers have only begun to investigate the academic learning needs of this population of students. The documented deficits in reading, writing, and mathematics for students with E/BD make it clear that further research is needed in these areas. The use of strategies including self-mediated, group/peer-mediated interventions, and explicit instruction may be effective teaching strategies across content areas. Initial studies show not only improved academic outcomes but also increases in positive behavior. The need for teachers and researchers to focus on the whole child, both the social emotional needs and the academic deficits, is imperative in order to improve the lives of children with E/BD.

Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future outcomes. It is recommended that while transition-specific practices are essential in maximizing the potential for success in post-school environments, it is also necessary to ensure that students with E/BD are engaged in school through evidence-based practices in early intervention/prevention, instructional, and behavioral interventions.

Prior studies have suggested that organizational and environmental antecedents are influential to the development of a balance dimension of innovation ambidexterity, which are proposed to be central to superior firm performance. However, little is known about how such antecedents affect the shaping of innovation ambidexterity in small to medium‐sized enterprises (SMEs) and how these innovations go on to shape firm performance. This paper aims to examine internal and external antecedents of SMEs' innovation ambidexterity outcomes.

The research used a survey method to investigate the 1,000 small‐and medium sized enterprises in Scotland. Firms were randomly selected from the FAME database. Of this sample, 265 firms (26.5 percent) responded to the survey.

The data analysis reveals that internal organizational structures in a highly dynamic environment stimulate the appearance of innovation ambidexterity. Moreover, it is found that the relationship between organizational and environmental forces and firm performance is partially mediated by a balance dimension of innovation ambidexterity.

The results show how dangerous the lack of adequate research of these issues at the SME level is. By contrast to larger firms, the results show how internal organizational structures and external environmental conditions affect SMEs to pursue a balance dimension of innovation ambidexterity.

Prior studies have paid little attention to the effects of internal organizational structures and external environmental conditions on the appearance of a balance dimension of innovation ambidexterity within SMEs. This paper fills some of the gaps.

This study aims to provide empirical findings of the extent to which the ambidexterity found in innovation and social networks will mediate the relationship between entrepreneurial orientation (EO) and firm performance (FP). This study also compares the ambidextrous strategy between the balanced dimension (BD) and combined dimension (CD) and examines their contribution to the small- and medium-sized enterprises (SMEs’) performance.

The current study used an explanatory research design by surveying a total of 205 fashion firms’ owners/managers in Yogyakarta, Indonesia, using a semi-structured questionnaire. Path analysis with mediating tests and independent t-tests were used.

The results revealed that innovation and social network ambidexterity mediate the relationship between EO and the SMEs’ performance. One ambidextrous strategy, the BD strategy, is superior to the CD one. The study makes an interesting discovery: the CD strategy apparently dominates FP when EO does not exist.

The study suggests that no ambidextrous strategy (i.e. BD and CD) used by the SMEs can fit all situations. In detail, the study provides four different strategies for SMEs to build organizational ambidexterity, namely, innovate and sustain; elevate; expand; and collaborate and survive. It is also suggested that the SMEs consider two main principles when dealing with an ambidextrous strategy, “anything that is too much is not always good” and “one size does not fit all.” By doing so, the SMEs are expected to be able to use internal and external resources and choose the most appropriate ambidextrous strategy to respond to the relevant situation (e.g. the changes of consumer behavior due to the COVID-19 pandemic).

Using a dynamic capability approach by integrating two perspectives, i.e. the internal (resource-based theory) and external (resource-dependency theory) perspectives, makes the study relevant and valuable to better understand the role and type of ambidexterity among SMEs as a mediating factor between EO and FP. This paper breaks new ground by confirming a paradoxical phenomenon concerning organizational ambidextrous practices within SMEs. Additionally, four strategies for ambidextrous were developed to respond to the anomaly.

In recent years, determining the effective and suitable supplier in the supply chain management (SCM) has become a key strategic consideration to the success of any manufacturing organization in terms of business intelligence (BI), as many quantitative and qualitative critical factors are measured from big data. In today’s competitive business scenario, the main purpose of this study is to determine suitable and sustainable suppliers during supplier selection process is to reduce the risk of investment along with maximize overall value to the customer and develop closeness and long-term relationships between customers and suppliers to build a resilient SCM to mitigate uncertainty for automotive organizations.

As these types of decisions generally involve more than a few criteria and often necessary to compromise among possibly conflicting factors, the multiple-criteria decision-making becomes a useful approach to solve this kind of problem. Considering both tangible and intangible criteria, the aim of this paper is the presentation of a new integrated fuzzy analytic hierarchy process and fuzzy additive ratio assessment method with fuzzy entropy using linguistic values to solve the supplier selection problem to build the resilient SCM under uncertain data. Fuzzy entropy is used to obtain the entropy weights of the criteria.

Organizations gather massive amounts of information known as BD on the basis of historical records of uncertainties from several internal and external sources to manage uncertainty to improve the overall performance of organizations using BI strategy for analyzing and making effective decision to support the managements of automotive manufacturing organizations in an information system.

Although this study tries to represent a full analysis on suitable and resilient global supplier selection under various types of uncertainty, still there are some improvements that can be made in the future by developing a more refined and more sophisticated approach to further enhance the performance of the proposed scheme to calculate overall rating scores of the alternatives.

The novelty of this paper is to propose a framework of BI in SCM to determine a suitable and resilient global supplier where all the meaningful information, relevant knowledge and visualization retrieved by analyzing the huge and complex set of data or data streams, i.e. BD based on decision-making, to develop any manufacturing organizational performance worldwide.

Using daily returns from 1980‐2006, we find a significant contemporaneous association between all European Union (EU) equity markets and Germany. There is, however, no significant indication that the German stock market leads or lags the movements in the other EU stock markets. A higher share of imports by Germany from other EU countries, as well as fluctuations and increased volatility in the exchange rate, have negative effects on stock market co‐movements. Conversely, the difference in equity market capitalization with Germany, the greater the foreign direct investment by Germany, and the fact of belonging to the eurozone all contribute to greater stock market co‐movement.

There are few challenges as daunting as achieving positive outcomes for students with emotional disabilities. A major obstacle is the generally poor quality of classroom instruction. Too few general education teachers or special education teachers possess the knowledge and skills to adequately serve this population of learners. Various factors account for the inadequate level of teacher preparation, including licensure requirements that emphasize quantity over quality, the research-to-practice gap, a train-and-hope rather than a train-and-coach approach to teacher preparation, and the absence of an infrastructure to support sustained use of evidence-based practices. I discuss each of these factors and offer some recommendations for improving the quality of teacher preparation and, in turn, the potential for more positive student outcomes.

Multiculturalism, in theory and practice, has become an important educational phenomenon in today's schools, colleges, and universities. It seeks inclusive avenues that equalize opportunities for all individuals (Sue, 2004). To a large measure, it incorporates multiple voices, including those of culturally and linguistically diverse (CLD) persons and communities in solving local, national, and global problems. As it appears, CLD learners are the majority in some of the largest school districts in the United States (Grossman, 1995, 1998; Ladson-Billings, 1994; Obiakor, 2004; Obiakor & Beachum, 2005). For instance, Ladson-Billings (1994) noted that these learners “represent 30 percent of the public school population. In the twenty largest school districts, they makeup over 70 percent of total school enrollment” (p. x). This revelation is particularly important today, especially because the composition of educational professionals and service providers still does not reflect the changing cultural and linguistic compositions of children in schools (Obiakor, 2007, 2008). At some levels, rather than progressive measures of desegregation, we are seeing retrogressive measures of resegregation. While this might not be a necessarily bad idea for some urban schools, the progressive goals of the 1954 Brown versus the School Board of Education in Topeka, Kansas case have somehow failed (Obiakor & Utley, 2004).