The purpose of this study was to investigate factors that compel teachers of students with emotional and behavioral disorders (E/BD) to quit or stay in their job. Invitations to participate in the study were sent to a sample of educators from each the four census regions of the United States who currently work or have worked in the past worked with students with E/BD and have participated in one or more of the Council for Children with Behavioral Disorders (CCBD) professional development events. A total of 156 educators responded to the online survey and 9 participated in the focus groups. Quantitative information generated from the survey was analyzed using frequency distributions and ANOVA, whereas, qualitative information were analyzed by summarizing and sorting information into different categories. The results were presented in narrative and tabular form and organized in response to each of the research questions. The projected high teacher turnover as depicted in the findings, were mainly attributed to workplace variables and classroom conditions. Both variables are likely to be associated with high levels of dissatisfaction and lack of commitment eventually leading to decisions by teachers of students with E/BD to leave their job. Most respondents perceived themselves as being …

The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implementation which often inhibit best practice: lack of true collaborative teamwork and insufficient communication among FBA team members. Survey responses also indicated a level of statistical significance from education professionals working in elementary school settings who self-rated positively higher when conducting a FBA than those education professionals working on either a secondary or special campus. Additionally, participant interviews indicated a growing awareness of the advantages of using the FBA as an early intervention process when dealing with challenging behaviors.

The research reported herein examined the emotional and behavioral characteristics of adolescent Hispanic students with and without learning disabilities from a middle school in north central Texas. The data were based on all students enrolled at the campus (N = 986), but focused on 55 students of Hispanic descent with learning disabilities and 55 students without. The data accrued for this study utilized a school discipline database. In addition, a 43-item behavioral rating scale was completed on each student of the more focused group. Methods of data analysis were derived from descriptive statistics, one-way analysis of variance, and multiple regression measurements. The results indicate that Hispanic students with learning disabilities often exhibit more disruptive behaviors.