Date of Award

Summer 2017

Document Type

Thesis

Degree Name

Educational Specialist (EdS)

Department

Department of Graduate Psychology

Advisor(s)

Tammy Gilligan

Deborah Kipps-Vaughan

Dannette Allen-Bronaugh

Abstract

This study serves as an investigation of the current practices of special education teachers when working with children labeled as Emotionally Disabled. This paper explores research that highlights a critical “gap” that has existed between the research and special education fields in the provision of support and intervention services for students with emotional disabilities. Although a significant amount of research exists pertaining to best practices and evidence-based interventions when working with children with emotional disabilities; specific research regarding current practices of special education teachers and to what degree best practices recommendations are being implemented with these students is sparse. The current study is proposed as a means of gaining insight into current practices of special education teachers in order to evaluate if this proposed “gap” continues to exist, and if so, to identify possible reasons for its continued existence. In this study, special education teachers in the state of Virginia were asked to complete a survey specific to their current practices when working with students with emotional disabilities and regarding their personal opinions related to the feasibility, practicality, and applicability of scientifically supported evidence-based recommendations when working with students with emotional disabilities within the academic setting.

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