This document describes a project that provided teachers of students with emotional disturbances with resource binders and training on empirically supported classroom strategies and interventions. The project aimed to increase teacher access to resources and reduce stress. A needs assessment survey found that teachers most commonly dealt with non-compliance, off-task behavior, and disruptiveness. The resource binders contained 45 resources on topics like instructional strategies, behavioral interventions, and self-care. An evaluation found that teachers rated the resources as useful and likely to use in the future, and that instructional strategies and behavioral interventions were the most useful sections. The project aimed to better equip teachers to help students with emotional disturbances.

1. Running head: RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS
An Augmentation in the Availability of Resources to Aid in the Acquisition of Skills for
Teachers of Emotionally Disturbed Student Populations
Jordyn A. Williams, M.Ed., Shannon R. Miller, Ed.S, NCSP, and Richard Grizinski, Ph.D.
Youngstown State University

2. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 2
Abstract
There is ample evidence to support the hypothesis that many teachers who instruct students with
Emotional Disturbances believe they lack the confidence, training, and resources to provide
empirically supported instructional and behavioral interventions to students within this
population. The aim of the current project is to increase the probability of teacher’s effectively
accessing and utilizing resources by providing a resource binder and training in empirically
supported strategies and interventions to seven teachers of six self-contained Emotional
Disturbance units within northeast Ohio. This project was implemented in an effort to reduce
levels of teacher stress and augment levels of support and resources. Participating teachers
reported the binder to be useful within the classroom and to be a resource they will continue to
use in the future.

3. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 3
According to Whose IDEA Is This? A Parent’s Guide to the Individuals with Disabilities
Education Improvement Act of 2004 (Ohio Department of Education, 2012), in order for a
student to be made eligible for special education services under the category of Emotional
Disturbance (ED), he or she must present
one or more of the following characteristics over a long period of time and to a degree
that it affects a child’s educational performance, resulting in: an inability to learn that
cannot be explained by intellectual, sensory or health factors; an inability to build or
maintain satisfactory relationships with peers and teachers; inappropriate types of
behaviors or feelings under normal circumstances; a general pervasive mood of
unhappiness or depression; or a tendency to develop physical symptoms or fears
associated with personal or school problems (Ohio Department of Education, 2012).
Additionally, the above characteristics must manifest over a long period of time and negatively
effect academic performance (Ohio Department of Education, 2012). The ED criterion includes
specific domains of disability, including selective mutism, childhood schizophrenia, overtly
aggressive behavior, conduct disorders, and inappropriate affective disorders; however, students
characterized as socially maladjusted are not qualified to receive services under the title of
Emotionally Disturbed (U.S. Department of Education, 2002a, as cited by Mastropieri, &
Scruggs, 2007). According to Mattison & Felix (1997, as cited by the Center for Effective
Collaboration and Practice (CECP), 2001), students who are qualified under IDEA (2004) as
Emotionally Disturbed, typically display mood disorders, Attention Deficit/Hyperactivity
Disorder (ADHD), anxiety disorders, conduct disorders, or other psychiatric disorders. “An
emotional disturbance refers to social, emotional, or behavioral functioning that so deviates from
generally accepted ethnic or cultural norms that it adversely affects a student’s academic

4. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 4
progress, social relationships, personal adjustment, classroom adjustment, self-care, or vocational
skills” (Pierangelo & Giuliani, 2007, p. 37-38).
According to Kauffman (2001; as cited by Christensen, Jarger, Lorenz, Morton, Neuman,
Rieke, Simpson, & Watkins, 2005), approximately two percent of the school age population is
qualified for special education services under the title of Emotional Disturbance; however,
approximately only one percent of these students actually receive services for ED. Students
identified are typically those who have difficulty following directions, are oppositional and
noncompliant, and those who act aggressively toward others (Kauffman, 2001; as cited by
Christensen et al., 2005). According to the U.S. Department of Education (2001; as cited by
Pierangelo & Giuliani, 2007), students with emotional or behavioral disorders present problems
not only to themselves, but also their families, peers, and teachers, possibly more so than any
other group of students with disabilities.
Literature Review
According to Jones (2002), in regards to the education of students with emotional
disturbance, a current concern of some special education teachers is the lack of training received
in appropriate, empirically supported instructional strategies for students with ED. This lack of
training can lead to ineffective and inappropriate intervention and classroom management, as
well as increased levels of inappropriate behavior by students. In turn, this can result in
augmented levels of teacher dissatisfaction, attrition, and burnout.
Teachers of students with ED were found to have greater levels of stress and role
problems, as compared to other special education teachers (Center and Steventson, 2001; as cited
by Schwartz, 2006). A self-report questionnaire revealed that teachers of students with ED were
highly concerned about student disrespect, lack of motivation, and cruel behavior (Center and
Steventson, 2001, as cited by Schwartz, 2006). Additionally, teachers reported job dissatisfaction

5. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 5
as a result of students not making adequate progress, as well as the presence of verbal and
physical attacks within the classroom (Schwartz, 2006). The consistent occurrence of
inappropriate behaviors by students and the high levels of reported stress and burnout by teachers
may be the result inadequate teacher preparation and training. According to Christensen, et al.
(2005), the understanding of emotional disturbance is dependent on factors, such as the
perceptions, experience, and preparation of the teachers. For example, one teacher, with
insufficient training, may view a student as particularly challenging, while another, with
sufficient training, may view the same student as only a minor challenge.
According to Christensen et al. (2005), the initial responsibility to provide appropriate
and meaningful instruction to students with ED falls on the general and special education
teachers who work with them. However, research has shown that these teachers often report a
belief that they lack the skills, confidence, and knowledge to provide effective and appropriate
instruction and interventions for this population. Research by George, George, Gersten, &
Grosnick, (1995; as cited by Chrinstensen, et al., 2005), found that two-thirds of teachers who
instruct this student population reported that they felt their university training provided them
with inadequate preparation for working with students qualified as ED. Additionally, there is a
lack of confidence by teachers associated with the ED population as these students have a
tendency to “evoke feelings of fear, resentment, and anger in many adults” (Jones, Dohrn, &
Dunn, 2004; as cited by Christensen, et al., 2005, p. 2). A lack of skill, knowledge, and
confidence to effectively intervene, in conjunction with a fear of students, can lead to
ineffectiveness by the teacher and a toxic environment for both the teacher and the students
(Christensen et al., 2005).

6. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 6
Rationale
According to the literature discussed above, there is ample evidence to support the
hypothesis that many teachers who instruct students with ED believe they lack the confidence,
preparation, and training to provide empirically supported instructional and behavioral
interventions to students within this population. According to Christensen et al. (2005), there are
many strategies and interventions available to help students within the ED population; however,
many teachers have not had the appropriate training and lack the resources to acquire these skills.
The current project aimed to increase the probability of teacher’s effectively accessing
and utilizing resources by providing a resource binder and training in appropriate, empirically
supported strategies and interventions to the teachers of the self-contained ED units in north-east
Ohio. Upon delivery of the resource binder, teachers were trained on how to effectively use the
binder as a resource to appropriately identify and define problem behaviors, and implement
interventions, modifications, and accommodations. This purpose of this study was to reduce
levels of teacher stress and increase levels of support and training. In addition, the appropriate
implementation of the provided research based interventions and strategies in the classrooms
may augment the progress of students academically and behaviorally and provide for healthier
classroom environments.
Diagnosis for Change
For the purposes of this project, a needs assessment was developed in the form of a
comprehensive, six- question survey. The questions posed assessed for age and grade range of
students serviced, as well as areas of need in selected classrooms, in terms of resources and
support. Questions were asked in the form of short answer and checklist and the classroom
teachers served as the respondents. The survey was distributed to twelve teachers from ten self-

7. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 7
contained ED classrooms in north-east Ohio. A copy of the survey can be found in Appendix A
of this manuscript.
Summary for Survey Results
Seven of the twelve distributed surveys were returned. Based on the results of these seven
survey’s, behaviors seen as being most problematic by teachers were Non-Compliance, Off
Task, and Disruptiveness; however, aggression and somatization were seen as the least
problematic. Results of this survey question can be seen in Figure One. In response to the
additional question, teachers reported Anger Control Strategies and Cognitive Therapy or Self-
Talk Strategies to be the areas of support most useful to learn more about. Results of this survey
question can be seen in Figure Two.
Figure 1. Survey results for the question, “Which of the following behaviors do you see as most
concerning or problematic?”
9%
12%
9%
6%
9%
15%
6%
15%
19%
Anxiety
Depression
Withdrawal
Somatization
Excessive or Frequent
Displays of Anger
Off Task
Aggression
Disruptiveness
Non Compliance

8. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 8
Figure 2. Survey results for the question, “As a teacher of students in an ED unit, what areas of
support would you find most useful to learn more about?”
Methodology for Implementing Change
The primary goal of this project was a systems change to increase the probability of
teachers effectively accessing and utilizing resources in accommodation, modification, and
empirically-supported intervention. This goal was accomplished by first identifying what
behaviors are of most concern to teachers as well as what supports they would find most
beneficial. Following this identification, research was conducted to compile current resources,
empirically based interventions, effective strategies, and information that teachers will be able to
easily apply in the classroom setting. Following this compilation of research, resource binders
were created for each teacher to utilize as needed. At the end of the process, a presentation was
provided for each teacher in which the contents of the resource binder are explained and
discussed. Additionally, the presentation included a discussion on how the binder can be used as
a resource for the effective implementation of interventions within the classroom setting.
22%
11%
11%
11%
15%
19%
11%
Anger Control Strategies
Coping Strategies for Anxiety
Coping Strategies for
Depression
De-Escalation Techniques
Social Skills Training
Cognitive Therapy or Self-
Talk Strategies
Teacher Self-Care

9. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 9
Evaluation Analysis
The resource binder created for the purposes of this project contained a total of 45
resources from a variety of sources. Resources included general information of emotional
disturbance eligibility, differentiating between emotional disturbance and social maladjustment,
instructional strategies, classroom accommodations, behavioral interventions and support
strategies, and teacher self-care strategies. This project was evaluated using a questionnaire
administered to each teacher who received a resource binder. The questionnaire contained six
questions in the forms of checklist, short answer, and Likert scale. This questionnaire assessed
for areas of most/least use for each teacher, effectiveness of change, and likelihood of continuing
this change into the future. The questionnaire can be seen in Appendix B.
The current sample is comprised of seven teachers who have been presented with the
resource binder and have completed the subsequent evaluation. In terms of usefulness within the
classroom, six participants rated the provided resource binder and discussion as “very useful”
and one rated it as “useful.” Results from this item can be seen in Figure 3. In addition, three
participants rated the resources provided to them as “very likely” to be used in the future and
four participants rated them as “likely” to be used in the future. Results from this item can be
seen in Figure 4. From the five areas of support provided within the resource binder, results
indicate the information on instructional strategies and classroom accommodation, and
behavioral intervention and support strategies to be the areas of most use. Results can be seen in
Figure 5. One the other hand, the area of least use was the introductory information on serving
students with emotional disturbances. Results can be seen in Figure 6.

10. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 10
Figure 3. Evaluation results for question, “How useful do you believe this resource binder
will be for the needs of your classroom?”
Figure 4. Evaluation results for question, “How likely are you to use this resource binder in
the future?”
Very Useful
86%
Useful
14%
Very Useful Useful Somewhat Useful Not Useful
Very Likely
43%
Likely
57%
Very Likely Likely Somewhat Likely Unlikely

11. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 11
Figure 5. Evaluation results for question, “What area(s) of this resource binder do you find
to hold the most useful information?”
Figure 6. Evaluation results for question, “What area(s) of this resource binder do you find
to hold the least useful information?”
Summary
According to Pierangelo & Giuliani (2007, p. 37-38), “an emotional disturbance refers to
social, emotional, or behavioral functioning that so deviates from generally accepted ethnic or
cultural norms that it adversely affects a student’s academic progress, social relationships,
personal adjustment, classroom adjustment, self-care, or vocational skills”. In regards to the
0
1
2
3
4
5
6
7
Introduction Differentiating
Emotional
Disturbance
Instructional
Strategies and
Classroom
Accomodations
Behavioral
Inervention and
Support
Strategies
Teacher Self-
Care Strategies
0
1
2
3
4
5
6
7
Introduction Differentiating
Emotional
Disturbance
Instructional
Strategies and
Classroom
Accomodations
Behavioral
Inervention and
Support
Strategies
Teacher Self-
Care Strategies

12. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 12
education of students with emotional disturbance, a current concern of some special education
teachers is the lack of training received in appropriate, empirically supported instructional
strategies for students with ED (Jones, 2002). This lack of training can lead to ineffective and
inappropriate intervention implementation and classroom management, as well as increased
levels of poor student behavior. In turn, this can result in augmented levels of teacher
dissatisfaction, attrition, and burnout.
According to Christensen et al. (2005), the initial responsibility to provide appropriate
and meaningful instruction to students with ED falls on the general and special education
teachers who work with them. However, research has shown that these teachers often report a
belief that they lack the skills, confidence, and knowledge to provide effective and appropriate
instruction and interventions for this population. Research by George, George, Gersten, &
Grosnick, (1995; as cited by Chrinstensen, et al., 2005), found that two-thirds of teachers who
instruct this student population reported that they felt their university training provided them
with inadequate preparation for working with students qualified as ED. Additionally, there is a
lack of confidence by teachers associated with the ED population as these students have a
tendency to “evoke feelings of fear, resentment, and anger in many adults” (Jones, Dohrn, &
Dunn, 2004; as cited by Christensen, et al., 2005, p. 2). A lack of skill, knowledge, and
confidence to effectively intervene, in conjunction with a fear of students, can lead to
ineffectiveness by the teacher and a toxic environment for both the teacher and the students
(Christensen et al., 2005).
The current project aimed to increase the probability of teacher’s effectively accessing
and utilizing resources of empirically supported strategies and interventions for students with
challenging behavioral and emotional needs. This was accomplished by researching current

13. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 13
resources, empirically based interventions, effective strategies, and information that teachers will
be able to easily apply in the classroom setting. A total 45 resources were gathered from various
sources in the following areas: general information of emotional disturbance eligibility,
differentiating emotional disturbance from social maladjustment, behavioral intervention and
support strategies, and teacher self-care strategies. These resources were compiled into a
resource binder that was provided to each teacher. Along with the binder, teachers were also
provided with a presentation and discussion on how to use the effectively utilize the resources
provided in the binder. An evaluation of the effectiveness of this project was assessed using a
questionnaire completed by each teacher who received a binder.
In regards to usefulness within the classroom, each participating teacher rated the
materials and information provided as “useful” or “very useful” on an evaluation provided
following the distribution of the resource binders. In addition, each participant reported that they
were “likely” or “very likely”. Participants reported the following areas of support to be the most
useful: instructional strategies and classroom accommodations, and behavioral intervention and
support strategies. The area of support found to be the least useful was the introduction to
emotional disturbance. The participating teachers commented that this was an area that they are
already very familiar with; however, three participants reported that they find the information to
be useful as a resource to provide other teachers and parents with.

14. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 14
References
Christensen, B., Jaeger, M., Lorenz, R., Morton, S., Neuman, L., Rieke, E., Simpson, B.,
& Watkins, C., (2005). Teaching students with severe emotional and behavioral
disorders: Best practices guide to intervention. A Connecting IDEAS Project funded by
the Office of Superintendent of Public Instruction, State of Washington.
Eligibility for services. (2001). Center for Effective Collaboration and Practice. Retrieved
Retrieved from http://www.cecp.air.org.
UK Essays. (2013). Implementation of empowerment with Havelocks change theory
nursing essay. Retrieved from http://www.ukessays.com.
Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).
Jones, C.J. (2002). Special education teachers’ perspectives on teaching middle school
students with severe emotional disturbance, ProQuest ETD Collection for FIU. Paper
AAI3055971.
Mastropieri, M.A. & Scruggs, T.E. (2007). The inclusive classroom: Strategies for
Effective instruction. Merrill.
Pierangelo, R. & Giuliani, G. (2007). A step-by-step guide for educators: Special education
eligibility. Corwin Press: Thousand Oaks, CA.
Schwartz, D. (2006). How did I end up here: Why do EBD teachers burnout?
(Unpublished masters thesis). University of Wisconsin-Stout, Menomonie, Wisconsin.
Whose IDEA is this? A parent’s guide to the individuals with disabilities education
Improvement act of 2004. (2012). Ohio Department of Education.

15. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 15
APPENDIX A
Hello,
I am Jordyn Williams, a school psychology intern working and obtaining training at the
Trumbull County Educational Service Center. As part of my requirements for internship, I have a
project involving system change.
For this project, I would like to offer some supports; i.e., research based interventions to the
teachers working in the Emotional Disturbance (ED) units here in Trumbull County. It would be
helpful to obtain your input about what strategies, research, and information you would find most
useful if presented to you. To discover what would be most useful for you to learn more about, I
have generated this Needs Assessment Survey.
Based on the gathered data from the survey, I will provide a list of resources, current research,
and effective strategies to use with your students, as needed. Hopefully some of this data can be
used in providing ideas to help with students with challenging behaviors. If you have any
questions or concerns please do not hesitate to contact me at jalysew@gmail.com or you may
contact my supervisor, William K. Flanagan at william.flanagan@neomin.org or field
supervisor, Richard Grizinski PhD at richard.grizinski@neomin.org.
Name (optional):
Unit Location (optional):
Age Range of Students Serviced: Grade Range of Students Serviced:
Which of the following behaviors do you see as most concerning or problematic? Please check
all that apply.
☐Anxiety ☐ Aggression (Defined as the intent to physically
cause injury to another individual.)
☐ Depression ☐ Disruptiveness
☐ Withdrawal ☐ Non-Compliance
☐ Somatization ☐ Other (please list)
☐ Excessive or Frequent Displays of Anger
☐ Off-Task

16. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 16
As a teacher of students in an ED Unit, what areas of support would you find most useful to learn
more about? Please check all that apply.
☐ Anger Control Strategies ☐ Social Skills Training
☐ Coping Strategies for Anxiety ☐ Cognitive Therapy or Self-Talk
Strategies
☐ Coping Strategies for Depression ☐ Teacher Self-Care/ Coping Strategies
to Effectively Deal with Excessive
Stress and Burnout
☐ De-Escalation Techniques
Thank you for your time; it is truly appreciated!
Jordyn A. Williams, M.Ed.

17. RESOURCES TO AID TEACHERS OF ED STUDENT POPULATIONS 17
Appendix B
Resource Binder Evaluation
Unit Location (optional):
Grade Range of Students Serviced:
Please read each of the following questions and rate each using the provided scale.
1. How useful do you believe this resource binder will be for the needs of your classroom?
(1) Very Useful (2) Useful (3) Somewhat Useful (4) Not Useful
2. If not useful, what could be improved?
________________________________________________________________
________________________________________________________________
3. What area(s) of this resource binder do you find to hold the most useful information?
 Introduction
 Differentiating Emotional Disturbance
 Instructional Strategies and Classroom Accommodations
 Behavioral Intervention and Support Strategies
 Teacher Self-Care Strategies
4. What area(s) of this resource binder do you find to hold the least useful information?
 Introduction
 Differentiating Emotional Disturbance
 Instructional Strategies and Classroom Accommodations
 Behavioral Intervention and Support Strategies
 Teacher Self-Care Strategies
5. How likely are you to continue using this resource binder in the future?
(1) Very Likely (2) Likely (3) Somewhat Likely (4) Unlikely
6. If unlikely, why?
_______________________________________________________________
________________________________________________________________
Thank you for your time and assistance!
Jordyn A. Williams
jordynawilliams1@gmail.com