Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders

Talida M. State, Brandi Simonsen, Regina G. Hirn, Howard Wills

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.

Original languageEnglish
Pages (from-to)107-116
Number of pages10
JournalBehavioral Disorders
Volume44
Issue number2
DOIs
StatePublished - 1 Feb 2019

Keywords

  • capacity building
  • emotional and behavioral disorders
  • implementation
  • professional development
  • sustainability
  • teacher preparation

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