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Secondary-level students with emotional and behavioral disorders (EBD) have significant academic and behavioral difficulties that require expert instruction to improve school and transition outcomes. Tensions between free and appropriate public education (FAPE) and least restrictive environment (LRE) mandates occur in the planning and delivery of specialized instruction and supports to these students. In this chapter, we consider alternate conceptions of freedoms as they may relate to the provision of special education services. However, a recent Supreme Court ruling highlighted the importance of FAPE in consideration of the student’s individual circumstances. This emphasis on FAPE poses a significant challenge for teachers, who may be unprepared and insufficiently supported to be effective. As a result, it may be advantageous to organize effective practices according to a taxonomy that is based on the types of performance demands that are placed on students in secondary classrooms. The taxonomy we propose provides a framework to support teacher training and decision making. We provide an overview of the performance demands placed upon students with EBD in secondary grades. Examples of effective practices to improve student performance for each type of demand are provided.

An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

Sterilization is endorsed as a method of family planning by international governmental organizations; abortion is not. Focusing on policy development for these two issues in a single country, Peru, we ask how power and inequality operate under conditions of global consensus or dissensus. The case of sterilization unfolded the way many previous research studies would predict, with Peruvian state actions corresponding to a global diffusion process. We find that global consensus provided cover for top-down actions that violated the human rights of indigenous women in the country, who were predominantly poor, non-Spanish speakers, and residents of the mountainous, sparsely populated parts of the country. With respect to abortion in Peru, in the absence of global consensus, the state resisted calls for change, advocacy networks have worked at cross-purposes, and a powerful local actor, the Catholic Church, has effectively blocked liberalization efforts. As with sterilization, however, marginalized indigenous women and their interests were rendered invisible.

The purpose of this paper is to suggest why the theoretically positive relationship between task conflict and team performance has received mixed empirical support.

We review the literature on task conflict and offer explanations for findings that contradict the expected positive relationship between task conflict and team performance.

High levels of correlation among task, relationship and process conflict, and measurement and data analysis issues make it difficult to isolate the effects of each type of conflict. Group-level moderators, including values congruence, goal alignment, norms for debate and the group’s performance history and conflict history affect the relationship between task conflict and performance. The complex relationship between conflict and trust may cause task conflict to have mixed effects on performance. Individual differences and conflict management approaches also affect the relationship between task conflict and performance. Temporal issues and stages of group development are other relevant influences.

To better achieve the theorized performance benefits of task conflict, a context characterized by trust is needed. Then norms fostering task conflict can be cultivated and employees can be trained in conflict management. Individual differences that affect team members’ ability to confidently accept task conflict can be considered in selection.

Suggestions are presented for future research that may explain discrepant findings in the past empirical literature. In particular, it may be difficult for some team members to perceive task conflict in well-functioning teams. Measures of task conflict that avoid the use of words with a negative connotation should be tested.

MODERN turbojet engines have a shaft speed range of approximately 2 to 1 (from ground idle to take‐off) and it is necessary, therefore, to have some form of infinitely‐variable‐ratio gearbox to obtain a constant speed for accessories such as a.c. generators. Various means of doing this are available; for example, these could be mechanical, electrical, hydraulic or pneumatic, or a combination of these. The purpose of this paper is to discuss the major types of constant speed drive (C.S.D.) that have been evolved, mentioning the design problems associated with each.

The purpose of this paper is to illustrate that campus and urban landscaping has important connections to biodiversity conservation, perceptions of natural heritage, sense‐of‐place, ecological literacy and the role of campus landscapes in the larger community. It also aims to show how campus landscapes express values and perform as a teaching, research and outreach resource.

The paper was written as a literature review applied to a case study. Drawing on E.O. Wilson's idea that society must assign the same value to natural heritage as it does cultural heritage to successfully safeguard biodiversity for the long haul, the paper argues that by altering key elements of human landscapes in strategic places – campus landscapes in this case – to reflect a deep appreciation of natural heritage, we can help shift worldviews to foster real sustainability. It also raises a set of questions based on popular perceptions and some challenges based on the broad literature, then shows how the case study performed in addressing the questions and meeting the challenges.

Stetson University's project helped push the campus' nascent green movement beyond the remedial and reactive approaches too often seen in most regions to a proactive, holistic campaign.

The paper should inspire other campuses and organizations to proactively manage landscapes for natural heritage education, biodiversity conservation, and sustainability, just as the featured case study has done in its larger community.

In the world of campus sustainability, biodiversity often takes a backseat to energy use, resource consumption and waste management. The paper calls attention to this shortcoming and in so doing hopefully will encourage research and applied projects to address the biodiversity crisis and the role that universities play.

The purpose of this paper is to present the development and evaluation of an original training package for staff members on an awareness of an adapted Dialectical Behaviour Therapy programme, the “I Can Feel Good” programme (Ingamells and Morrissey, 2014) designed for individuals with intellectual disabilities (ID) and problems managing emotions. The quality and effectiveness of the training was assessed and is reported in this paper.

The training was delivered for staff working with individuals with ID in a UK medium-secure psychiatric hospital and was attended by nursing staff. The workshop consisted of six modules: “Introduction to the programme”, “Mindfulness”, “Managing feelings”, “Coping in Crisis”, “People skills” and “Application and summary”. Level of self-reported knowledge, confidence and motivation regarding seven aspects of the training was measured by an evaluation questionnaire completed pre and post training.

The results of this study showed that following the training there was a significant increase in self-reported knowledge, confidence and motivation regarding the seven aspects of the training. When perceptions of staff behaviours are observed, although in the right direction, this change was found not to be significant.

This study highlights the potential for staff training to increase awareness of newly adapted therapeutic programmes for individuals with ID. The staff training may increase their ability and willingness to facilitate the running of such programmes and ability to support learning transfer in group members.

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem behaviors were under control. However, within the past decade, we have seen an increase in studies investigating and documenting the academic characteristics of students with EBD and instructional practices that improve the academics of this population. This chapter discusses the general academic characteristics of students with EBD, how teachers can address the academic needs of students with EBD through specific instructional techniques (e.g., Direct Instruction, Strategy Instruction), and future directions and implications for practice.

Students with emotional and behavioral disorders (E/BD) present unique challenges to the families and educators supporting them. Even though families and educators report that behavioral issues can be identified by age 3 (Walker, Ramsey, & Gresham, 2004), the commonly used wait-and-see approach to intervening results in children with E/BD not receiving services until after the age of 10 (Park & Scott, 2009). By this time, behaviors have become chronic (Lewis, Jones, Horner, & Sugai, 2010) and educators primarily focus interventions on the child's social skills and behavioral deficits while there is a lack of focus on the student's academic needs (Lane, 2007). The purpose of this chapter is to review trends in E/BD research and practice that specifically focus on social emotional and academic interventions. While there is a strong history and direction for behavioral interventions for students with E/BD, researchers have only begun to investigate the academic learning needs of this population of students. The documented deficits in reading, writing, and mathematics for students with E/BD make it clear that further research is needed in these areas. The use of strategies including self-mediated, group/peer-mediated interventions, and explicit instruction may be effective teaching strategies across content areas. Initial studies show not only improved academic outcomes but also increases in positive behavior. The need for teachers and researchers to focus on the whole child, both the social emotional needs and the academic deficits, is imperative in order to improve the lives of children with E/BD.