Source: (2010) Dissertation submitted for the degree of Doctor of Education. Liberty University VA.
The purpose of the descriptive qualitative study was to examine the successful strategies,accommodations, and interventions utilized for students with emotional behavior disorder(EBD) and the influences they have on the students’ academic achievement (GPA, passage rates of courses, passage rates of state mandated assessments, student satisfaction, attendance rates, and disciplinary infractions) and glean greater understanding of instructional strategies and environmental differences alternative schools offer to students with EBD. In addition to a parent and a student with EBD, an alternative school staff was analyzed in rich detail to glean understanding of environmental influences. Data were collected using document analysis, surveys, field notes, and interviewing techniques. Findings of the study provide educators with organizational structures and strategies to help students with EBD achieve academically, pass No Child Left Behind (NCLB) assessments, and graduate from high school. (Excerpt).
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