What Is Special About Special Education for Students with Emotional or Behavioral Disorders?

By T. Landrum, Melody Tankersley, J. Kauffman. 2003

376 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/dcf489d43eaddc36ee76f65fea1f38d804109dee

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Citations in the corpus

How Does the Quality and Stability of the Teaching Force Influence the Research-to-Practice Gap? (2008, background): “Similarly, Landrum, Tankersley, and Kauffman (2003) note that many “effective practices are not routinely implemented” (p. 152) in classrooms for students with emotional and/or behavior disorders.”
Educational Accommodations for Students With Behavioral Challenges (2013, background): “Adding to these academic difficulties, emotional and behavior problems often interfere with successful inclusion in the general education curriculum (Gresham et al., 2004; Landrum et al., 2003).”
Strategies for Success: Evidence-Based Instructional Practices for Students With Emotional and Behavioral Disorders (2009, methodology): “The use of direct instruction methods with students with EBD is well cited in the literature (Atkinson et al., 2002; CEC, 1987; Gunter et al., 2002; Gunter et al., 2000; Gunter & Reed, 1997; Landrum et al., 2003; Lane et al., 2006; Weaster, 2004).”
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability (2016, background): “For example, Landrum, Tankersley, and Kauffman (2003) argued the specialness of special education “lies at least partially in the contextual variables including structure, intensity, precision, and relentlessness with which teachers deliver, monitor, and adapt instruction, [which] is surely beyond…”
Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “These outcomes range from not learning the subject matter (resulting in failing grades and potential grade retention) to peer rejection and social isolation (e.g., Landrum, Tankersley, & Kauffman, 2003; Mastropieri, Scruggs, & Graetz, 2003).”
A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders (2009, background): “Students with EBD who receive special education services under the category of ED tend to experience “less school success than any other subgroup of students with or without disabilities” (Landrum et al., 2003, p. 148).”
Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “, verbal and physical aggression; social skills acquisition and performance deficits) that negatively influence both their ability to successfully negotiate peer and adult relationships and their educational experience (Cullinan and Sabornie 2004; Gresham et al. 2004; Landrum et al. 2003; Walker et ”
The Children and Youth We Serve (2005, background): “Department of Education, 2002), the highest dropout rate of any disability category; these dropout decisions reflect the fact that these students earn lower grades and fail more courses than any other disability group served in special education environments (Landrum et al., 2003).”
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “Students placed in self-contained special education classrooms, taught by specially trained special educators, may receive more benefit academically and behaviorally than students with EBD who are placed in a regular education classroom (Landrum et al. 2003).”
Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “Unfortunately, they suggest that most students with ED do not receive an education based on empirically-supported practices (Landrum et al., 2003; Simpson et al., 2011).”