Faculty Advisor

Kristine Melloy

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Students with emotional and behavioral disorders (SEBD) are among the most marginalized group of students in today’s schools (U.S. Department of Education Office for Civil Rights, 2016). Marginalization stems in part from the fact that the majority of school administrators are not well prepared to address the needs of SEBD related to their challenging behavior.

Purpose of the Study: The purpose of the study was to identify evidence based practices that school administrators need to know and be able to do to support SEBD in inclusive school environments.

Research Methodology: A literature search was conducted through comprehensive electronic databases including ERIC and Education Source. Search terms included “emotional and behavioral disability” and/or “challenging behavior” and “inclusion”. Search criteria were set to include only peer-reviewed journal articles published between 2008 and 2018. The original search yielded over 100 articles. Following the searches, the titles and abstracts of the articles were reviewed for the following criteria: administration and inclusion of students with EBD. As a result, the final search and review, yielded a total of 9 articles.

Research conclusions: The presenters share the findings from the literature review and provide recommendations for implementing evidence-based practices that positively support SEBD in inclusive school environments. These practices include effective collaboration with all those involved with students’ education, providing professional development opportunities for teachers in high leverage practices for inclusive schools, and administrator support for the effective implementation of those practices.