Teachers’ Perspectives on Behavioral Classroom Expectations of Students With Emotional and Behavioral Disorders

Author

Jennifer E. Brewer, Nova Southeastern UniversityFollow

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Hardwick Smith Johnson, Jr

Committee Member

Barbara Christina

Committee Member

Kimberly Durham

Keywords

classroom management, emotional and behavioral disorders, middle school students, professional development, special education

Abstract

The problem addressed in this study was that adolescents with emotional and behavior disorders (EBD) were failing in general education courses. The purpose was to investigate how teachers’ perceptions and biases influenced EBD students. Participants included five teachers (two special education teachers and three general education teachers) from each of Grades 6, 7, and 8 recruited from social media. The study was guided by the case study research design, and the interview instrument was the Indepth Interview Protocol. Data analysis was guided by a coding system that facilitated searching the interview responses for themes.

Research Question 1 queried about forms of professional development teachers required to assist EBD students in the general education classrooms. Themes conveyed forms of professional development such as general self-regulation strategies, emotional self-regulation strategies, and crisis prevention institute de-escalation strategies. Research Question 2 queried about types of positive discipline practices available for teachers and EBD students. Themes suggested some positive discipline strategies were restorative practices, I-Escape, and the teacher modeling high and clear expectations. Research Question 3 asked about ways teaching social skills training aided in facilitating academic learning and classroom participation. Themes indicated academic learning and class participation were enhanced when teachers instructed social skills that helped EBD students self-regulate and use social skills to manage classroom conflicts. Research Question 4 inquired about restorative practices improving student and teacher relationships. Themes conveyed restorative practices improved relationships when teachers were cognizant that teachers’ stress and negative voice tone damaged relationships with students, but good relationships may be restored. Research Question 5 inquired about how teachers’ perspectives influenced their approaches to address the needs of EBD students. Themes suggested teachers adequately addressed the needs of EBD students when teachers demonstrated patience and were equitable and fair as possible to all students.

NSUWorks Citation

Jennifer E. Brewer. 2025. Teachers’ Perspectives on Behavioral Classroom Expectations of Students With Emotional and Behavioral Disorders. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education and School of Criminal Justice. (754)
https://nsuworks.nova.edu/fse_etd/754.