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

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

Research output: Contribution to journalArticleResearchpeer-review

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
JournalBehavioral Disorders
DOIs
StateAccepted/In press - 1 Jan 2018

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Students
teacher
Research
student
dropping out of school
Professional Practice
Practice Management
academic achievement
Professional Practice Gaps
classroom
management
evidence
experience

Keywords

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

Cite this

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Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders. / State, Talida; Simonsen, Brandi; Hirn, Regina G.; Wills, Howard.

In: Behavioral Disorders, 01.01.2018.

Research output: Contribution to journalArticleResearchpeer-review

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