https://muse.jhu.edu/journal/371 Project MUSE®: Latest articles in Education and Treatment of Children. daily 1 2026-05-12T00:00:00-05:00 text/html en-US Vol. 30 (2007) - Vol. 42 (2019) Latest Articles: Education and Treatment of Children TWO Project MUSE® Education and Treatment of Children 1934-8924 0748-8491 Latest articles in Education and Treatment of Children. Feed provided by Project MUSE® https://muse.jhu.edu/article/735082 <p></p> This special issue of Education and Treatment of Children (ETC) compiles seven articles based on papers and presentations from the 2018 annual Teacher Educators of Children with Behavioral Disorders (TECBD) Conference, hosted by Arizona State University in Tempe. All submitted manuscripts went through a blind review process for increased objectivity and fairness, and seven were selected for inclusion in the special issue. Four of the seven articles in the special issue present studies conducted in inclusive settings consisting of students with emotional and behavioral disorders (EBD) or behavioral risk and general and special education teachers; one article focuses on implementation of positive behavioral ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference 2019-10-08 text/html en-US Introduction to the Special Issue: Teacher Educators for Children with Behavior Disorders (TECBD) Conference 2019-10-08 2019 TWO Project MUSE® 11668 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735083 <p></p> Students with emotional and behavioral disorders (EBD) experience challenges that include significantly lower perceptions of school climate and significantly higher rates of mental health problems and peer victimization than students without EBD (Salle, George, McCoach, Polk, &#x26; Evanovich, 2018). These students also show high rates of antisocial behaviors, internalizing symptoms, and attentional problems (Conley, Marchant, &#x26; Caldarella, 2014). They are more likely than their peers to experience major deficits in academic achievement across content areas (Nelson, Benner, Lane, &#x26; Smith, 2004; Wagner, Kutash, Duchnowski, Epstein, &#x26; Sumi, 2005), including writing and underlying reading performance significantly below ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers 2019-10-08 text/html en-US Teacher Praise-to-Reprimand Ratios: Behavioral Response of Students at Risk for EBD Compared with Typically Developing Peers 2019-10-08 2019 TWO Project MUSE® 100026 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735084 <p></p> Positive Behavior Intervention and Supports (PBIS) is the most commonly known multitiered model of service delivery to address student behavior. The model emphasizes the efficient and effective allocation of school resources, as determined by student data, to increase the utilization of data-based decisions to guide behavioral interventions, reduce the frequency of student problem behavior, and improve overall school climate (Gresham, 2004; Horner, Sugai, &#x26; Anderson, 2010; Scott, Alter, Rosenberg, Borgmeier, 2010). The current goal of PBIS research is to identify strategies to inform the delivery of available school resources to maximize meaningful improvements in student performance (e.g. Scott et al., 2010; ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out 2019-10-08 text/html en-US Can Less Be More for Students At-Risk for Emotional and Behavioral Disorders: Evaluating Components of Check-In/Check-Out 2019-10-08 2019 TWO Project MUSE® 81880 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735085 <p></p> Social competencies encompass a repertoire of interpersonal, cognitive, and behavioral skills which facilitate social interactions, all of which are also critical enablers for school success. In addition to facilitating relationships, social competency predicts academic success (Malecki &#x26; Elliott, 2002). Many students come to school with skills needed to meet the social demands of school, including navigating interactions with peers and adults, advocating for themselves appropriately, and deftly resolving conflicts; others are less prepared to engage successfully in expected social behaviors (Lane, Carter, Common, &#x26; Jordan, 2012).Students with or at risk for emotional or behavior disorders (EBD) may be particularly ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study 2019-10-08 text/html en-US Exploring Solutions to Address Students' Social Competencies to Facilitate School Success: A Usability and Feasibility Study 2019-10-08 2019 TWO Project MUSE® 109132 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735086 <p></p> At the turn of the 21st century, only 1 out of 150 people was being diagnosed with autism spectrum disorder (ASD; Centers for Disease Control and Prevention [CDC], 2017). Today, ASD is one of the fastest growing developmental disabilities in the United States, and the rate of diagnosis has almost tripled, with 1 in 68 children currently being diagnosed (CDC, 2017). According to the Diagnostic and Statistical Manual of Mental Disorders&#x2014;Fifth Edition (American Psychiatric Association, 2013), an individual diagnosed with ASD displays persistent deficits in social communication and social interaction and exhibits restricted, repetitive patterns of behaviors or interests. As evidence-based practices have been designed ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool 2019-10-08 text/html en-US Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool 2019-10-08 2019 TWO Project MUSE® 94079 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735087 <p></p> A growing body of research evidence from traditional school settings demonstrates that Tier 1 positive behavior interventions and supports (PBIS), also referred to as schoolwide-PBIS (SWPBIS), when properly implemented, is effective in reducing disruptive behavior, office discipline referrals, rates of school suspension, and in improving school climate and perceived safety. Documentation of these results has been achieved through large-scale randomized controlled studies, quasi-experimental studies, and case studies conducted across elementary, middle, and high schools, and alternative schools (e.g., Barrett, Bradshaw, &#x26; Lewis-Palmer, 2008; Bradshaw, Mitchell, &#x26; Leaf, 2010; Farkas et al., 2012; Horner et al., 2009; ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Sustaining PBIS in Secure Care for Juveniles 2019-10-08 text/html en-US Sustaining PBIS in Secure Care for Juveniles 2019-10-08 2019 TWO Project MUSE® 96392 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735088 <p></p> Elementary school is a critical time for the development of students&#39; academic, social, and behavioral skills (Myers &#x26; Pianta, 2008). However, some students begin their schooling without the foundational skills necessary to grow and succeed. In turn, these students frequently demonstrate challenging behavior that can negatively impact their education and increase their risk for more serious behavioral difficulties or emotional and behavioral disorders (EBD; Conroy, Sutherland, Snyder, &#x26; Marsh, 2008; Spilt, Koomen, Thijs, &#x26; van der Leij, 2012). This risk tends to grow over time and may be fueled, in part, by negative interactions with teachers (O&#39;Connor, Dearing, &#x26; Collins, 2011; Sutherland, Lewis-Palmer, Stichter ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior 2019-10-08 text/html en-US A Systematic Literature Review Identifying Dimensions of Teacher Attributions for Challenging Student Behavior 2019-10-08 2019 TWO Project MUSE® 113167 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735089 <p></p> Individuals with emotional and behavioral disorders (EBD) present some of the greatest challenges for educators, both in general and special education settings (Kauffman &#x26; Landrum, 2018). Although analyses of national data from the United States indicate that these disorders are associated with many comorbid issues such as poverty, lack of neighborhood safety, inadequate access to health care, and poor parental mental health (Bitsko et al., 2016), for special educators it is probably less important to know with what these problems are correlated than to know what to do to address the problems of students with EBD in schools. Professional educators should use highly effective instructional practices, and eschew ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Open Science in the Field of Emotional and Behavioral Disorders 2019-10-08 text/html en-US Open Science in the Field of Emotional and Behavioral Disorders 2019-10-08 2019 TWO Project MUSE® 124117 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735090 <p></p> ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall ETC Special Issue Reviewers 2019-10-08 text/html en-US ETC Special Issue Reviewers 2019-10-08 2019 TWO Project MUSE® 6142 2026-05-12T00:00:00-05:00 2019-10-08 https://muse.jhu.edu/article/735091 <p></p> Sheila Alber Morgan, Ohio State UniversityNicholas Gage, University of FloridaRobert Pennington, University of LouisvilleAngelica Aguirre, Minnesota State University, MankatoMegan Boyle, Mississippi StateMatt Brodhead, Michigan State UniversityEllen Casale, Vanderbilt UniversityKae Chazin, Vanderbilt UniversityHeather Griller Clark, Arizona State UniversityCarole Deitchman, Private PracticeMeghan Deshais, Caldwell UniversityMeisha Edwards, Georgia Southern UniversityLauren Evanovich, University of South FloridaNicholas Gage, University of FloridaNina Gerencser, Emory UniversityKristin Griffith, Utah State UniversityShayl Griffith, Florida International UniversityEmily Groves, University of South WalesKatelin ... <a href="https://muse.jhu.edu/article/735091">Read More</a> Project MUSE® https://muse.jhu.edu/ 2026-05-12T00:00:00-05:00 https://muse.jhu.edu/journal/371/image/coversmall Guest Associate Editors and Reviewers, June 2019 2019-10-08 text/html en-US Guest Associate Editors and Reviewers, June 2019 2019-10-08 2019 TWO Project MUSE® 3672 2026-05-12T00:00:00-05:00 2019-10-08