Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Emotional and Behavioral Disorders
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Sawka, K. D.
Right arrow Articles by Mannella, M. C.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Strengthening Emotional Support Services

An Empirically Based Model For Training Teachers of Students with Behavior Disorders

Kristin D. Sawka

Devereux Institute of Clinical Training and Research, ksawka@ devereux.org

Barry L. Mccurdy

Devereux Institute of Clinical Training and Research

Mark C. Mannella

Lehigh University

A significant need exists to help educators more effectively meet the academic and behavioral needs of students with, and at risk for developing, emotional and behavioral disorders. However, training alone is insufficient to change the practices of teachers. Strengthening Emotional Support Services (SESS) is a combined active training and consultation project designed to build capacity for serving students with behavior disorders in special education classrooms.With a focus on ecological and individual support, curriculum-based assessment, and empirically supported instructional practice, teachers are prepared to maximize academic engagement, minimize disruption, and help students gain greater access to inclusive environments.This article describes the implementation of the SESS project pilot with 64 school staff members in a large urban school district. Participation in the project was broadly associated with increased staff knowledge of effective behavior management and instructional strategies, successful implementation of skills at the classroom level when follow-up consultative support was provided, increased student academic engagement, and a high level of teacher satisfaction with the project. Outcomes are discussed in light of lessons learned from this applied research project.

Journal of Emotional and Behavioral Disorders, Vol. 10, No. 4, 223-232 (2002)
DOI: 10.1177/10634266020100040401
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional ChildrenHome page
C. Blum and D. Cheney
The Validity and Reliability of the Teacher Knowledge and Skills Survey for Positive Behavior Support
Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, August 1, 2009; 32(3): 239 - 256.
[Abstract] [PDF]