What's The Research On...?
> Emotional and Behavioral Disabilities | | prevention requires early, comprehensive contact
Early contact with child welfare agencies or Assessment and Intervention in Special Educationucation programs often does not act as a protective factor for students with emotional and behavioral disorders because contact with these agencies is not sufficiently early, comprehensive, or coordinated across agencies. Increasing peer interactions for students with behavioral disorders
Students with behavioral disabilities (BD) are often included in general education classrooms with one-on-one support from a paraprofessional. But the presence of a paraprofessional can present both a physical and a symbolic barrier that interferes with students’ peer relationships. As more paraprofessional are hired to support students with disabilities in classrooms, it’s important to provide them with training and tools to successfully support students with BD in inclusive settings. Hand in Hand: Academic Success and Social Success
Recent developments in social and emotional learning (SEL) have pointed to the reciprocal relations between children’s academic functioning and their socio-emotional health. Professional literature in this field points to the need for including students’ academic skills and competencies as part of mental health intervention research.
University of Wisconsin-Madison psychologist and professor Thomas R. Kratochwill says educators cannot afford to continue offering mental health services for K-12 students in isolation. These services need to be reframed, mainstreamed, and folded into schools’ broader academic mission. |
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