- Subject index
Emotional and Behavioural Difficulties (EBD) in schools can be defined in many ways. For example, EBD can be seen as: a set of problems that reside mainly within the individual student; as the result of interactions between social and psychological sub-systems, or as the product of professional discourses that create and maintain the very problems that they purport to identify and solve. Clough and Garner's Handbook of Emotional and Behavioural Difficulties sheds light on all of these perspectives and reveals the enormous complexity and diversity of what is termed "EBD". In doing this, the book reveals itself to be both a scholarly and practical resource that will be indispensable to anyone seeking insight and direction for understanding and responding to EBD in the 21st century.
Chapter 17: Building School-Wide Behavior Interventions That Really Work
Building School-Wide Behavior Interventions That Really Work
Effective school-wide interventions that meet the needs of all students are well recognized as essential in improving educational outcomes and results for children and youth, especially those with emotional and behavioral disabilities (EBD) (see, for example, Algozzine and Kay, 2001). Unfortunately, many children currently being served under the Individuals with Disabilities Education Act (IDEA) are typically identified too late to receive full benefit from those interventions. This problem is most prominent with two groups of children - those identified for special education and related services under the categories ‘emotional disturbance’ (ED) and ‘specific learning disabilities’ (LD). Children with ED, sometimes referred to as those with ‘behavior disorders’ (BD), are among the most ...