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Book part
Publication date: 7 January 2019

Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Murat Koc, Lindsay Watkins and Michele M. Brigham

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain…

Abstract

This chapter reviews recent research regarding behavior interventions for young children. We first consider the implications of allowing maladaptive behavior to remain untreated in young children. The reasons that people may select for inaction are illustrated through a case example of an individual who manifested behavior problems that were allowed to continue through accommodations rather than being addressed through interventions. We then consider several examples of promising behavior interventions for very young children that can be carried out in home and preschool environments. Next, we review promising interventions that are appropriate for school-based settings. We conclude with the observation that while it is absolutely necessary to deal with urgent situations evoked by maladaptive behavior, it is critical to keep sight of the goal that we should always work to promote more mature, self-regulated, and acceptable behaviors across settings.

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 26 November 2019

Frederick J. Brigham, John William McKenna and Michele M. Brigham

Students with emotional and behavioral disorders (EBD) have poor school outcomes and serious problems in life after school. Transition services are intended to promote…

Abstract

Students with emotional and behavioral disorders (EBD) have poor school outcomes and serious problems in life after school. Transition services are intended to promote more positive outcomes for these individuals and other students with disabilities. Recent trends in society and education appear to be changing the nature of the current generation of secondary students and young adults, potentially rendering aspects of traditional transition planning obsolete. We review these trends, transition guidelines, and current research and outline an approach that may have merit in dealing with transition for students with EBD in the twenty-first century.

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Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

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Book part
Publication date: 26 November 2019

John William McKenna, Frederick J. Brigham, Melissa Parenti and Brittany Hott

Transition can be seen as the capstone of many if not most efforts of special educators on behalf of students with disabilities. Transition programs must build upon the…

Abstract

Transition can be seen as the capstone of many if not most efforts of special educators on behalf of students with disabilities. Transition programs must build upon the foundation set by general and special education teachers to promote accomplishments that will support engagement in adult life. The assumption underlying transition policy is that classroom personnel are adequately trained and supported to promote such outcomes. We investigated that assumption through research on the perceptions of 17 graduate students or recent completers of an alternative certification program serving a large urban district in the northeast. Study participants were interviewed regarding the provision of special education services at their assigned schools, the manner in which they were utilized, the degree to which they felt prepared and supported to teach students with disabilities, and recommendations for improving special education services, teacher training, and support. All participants taught special education students in secondary settings and were assigned to different schools. Several themes were identified including stress due to professional demands, concerns with collaboration and the quality of special education services, and a need for additional special education training. Implications for transition are discussed.

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Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

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Book part
Publication date: 11 August 2021

Frederick J. Brigham, John William McKenna, Christopher M. Claude and Michele M. Brigham

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need…

Abstract

This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). 1 Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

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Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 5 June 2018

Frederick J. Brigham, John William McKenna, Carlos E. Lavin, Michele M. Brigham and Lindsay Zurawski

Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve…

Abstract

Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of specialized instruction and supports to these students. In this chapter, we consider alternate conceptions of freedoms as they may relate to the provision of special education services. However, a recent Supreme Court ruling highlighted the importance of FAPE in consideration of the student’s individual circumstances. This emphasis on FAPE poses a significant challenge for teachers, who may be unprepared and insufficiently supported to be effective. As a result, it may be advantageous to organize effective practices according to a taxonomy that is based on the types of performance demands that are placed on students in secondary classrooms. The taxonomy we propose provides a framework to support teacher training and decision making. We provide an overview of the performance demands placed upon students with EBD in secondary grades. Examples of effective practices to improve student performance for each type of demand are provided.

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Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

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Book part
Publication date: 24 October 2016

Frederick J. Brigham, Soo Y. Ahn, Ashley N. Stride and John William McKenna

The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student…

Abstract

The pejorative academic and social challenges experienced by students with emotional and behavioral disorders (EBD) are well documented. In an effort to improve student outcomes, schools often employ inclusive models of instruction and support. However, the implementation of inclusive models may result in students with EBD having fewer opportunities to develop essential skills and competencies rather than the provision of special education services that promote school and transition success. This may occur in instances in which stake-holders emphasize student placement in general education without giving equal consideration to the necessary specialized supports and instruction for students with EBD to be meaningfully included. The current chapter urges stake-holders to consider the degree to which inclusive practices for students with EBD also meet FAPE mandates. It is our contention that students with EBD will only benefit from general education settings to the degree to which this placement provides opportunities to develop academic, social, and adaptive skills.

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General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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Book part
Publication date: 11 August 2021

Abstract

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Traditional and Innovative Assessment Techniques for Students with Disabilities
Type: Book
ISBN: 978-1-83909-890-1

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Book part
Publication date: 5 June 2018

Abstract

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Viewpoints on Interventions for Learners with Disabilities
Type: Book
ISBN: 978-1-78743-089-1

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Book part
Publication date: 7 January 2019

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Special Education for Young Learners with Disabilities
Type: Book
ISBN: 978-1-78756-041-3

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Book part
Publication date: 24 October 2016

Abstract

Details

General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
Type: Book
ISBN: 978-1-78635-541-6

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