An increasing number of children in elementary schools have behavior issues that compromise their ability to meet the expectations of their teachers such as self-regulation, academic focus, positive interactions with peers and adults (Walker, Ramsey, & Gresham 2004).
Problem Statement
In today’s K-12 classroom, educators continually work with an increasingly population of diverse and unique individual needs. Emotional disturbances (ED) are an extremely important area of study, because these are the most “at-risk” students for academic failure in the classroom. About 8% of U.S. teens meet the current criteria for having an emotional disturbance (NIMH, 2012). Many mental disorders such as emotional disturbances also go undiagnosed and untreated for years, which is extremely alarming (NICHCY, 2013). Students with ED prove to be the most difficult and challenging.
Did you know students with an emotional disturbance have high dropout rates, and even higher unemployment rates among those who do complete school? (Sutherland and Wehby, 2001). These students have the greatest risk of dropping out of school as compared to students in other disability categories (U.S. Department of Education, 2002). Throughout this website, you will see that outcomes for students with ED are found to be "particularly troubling" (Lehr & McComas, 2005).
It is extremely important and essential that educators, school professionals, and parents continue to improve and implement educational practices and strategies to help students with ED have a greater chance to succeed in the classroom and real world. In order to improve school achievement for students with ED and other students that are at-risk, educators and the school as a whole need to work together to make slight alterations in daily practices along with implementing positive behavior supports to create a environment conducive to learning. When educators, school professionals, and parents become more knowledgeable about emotional and behavioral disorders, there will be a decrease in stress and frustration from an adult standpoint, and an increase in opportunities for these students to be successful (Salmon, 2006).
In today’s K-12 classroom, educators continually work with an increasingly population of diverse and unique individual needs. Emotional disturbances (ED) are an extremely important area of study, because these are the most “at-risk” students for academic failure in the classroom. About 8% of U.S. teens meet the current criteria for having an emotional disturbance (NIMH, 2012). Many mental disorders such as emotional disturbances also go undiagnosed and untreated for years, which is extremely alarming (NICHCY, 2013). Students with ED prove to be the most difficult and challenging.
Did you know students with an emotional disturbance have high dropout rates, and even higher unemployment rates among those who do complete school? (Sutherland and Wehby, 2001). These students have the greatest risk of dropping out of school as compared to students in other disability categories (U.S. Department of Education, 2002). Throughout this website, you will see that outcomes for students with ED are found to be "particularly troubling" (Lehr & McComas, 2005).
It is extremely important and essential that educators, school professionals, and parents continue to improve and implement educational practices and strategies to help students with ED have a greater chance to succeed in the classroom and real world. In order to improve school achievement for students with ED and other students that are at-risk, educators and the school as a whole need to work together to make slight alterations in daily practices along with implementing positive behavior supports to create a environment conducive to learning. When educators, school professionals, and parents become more knowledgeable about emotional and behavioral disorders, there will be a decrease in stress and frustration from an adult standpoint, and an increase in opportunities for these students to be successful (Salmon, 2006).