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This article reports findings from the information-gathering phase of an iterative project to build support for students with EBD transitioning from day-treatment schools to district schools. Five semistructured focus groups with parents and teachers identified key needs and inform a planned multifaceted intervention.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/stakeholders-voices-defining-needs-of-students-with-emotional-and-behavioral-disorders-transitioning-between-school-settings/594648/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/stakeholders-voices-defining-needs-of-students-with-emotional-and-behavioral-disorders-transitioning-between-school-settings/594648.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are transition plans difficult for students with EBD during school placement changes?","Question",{"text":112,"@type":113},"School support teams often struggle to create transition plans that honor student needs, especially when plans must reflect input from key stakeholders responsible for student success.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the focus groups identify as essential elements for supporting prosocial skills?",{"text":117,"@type":113},"Consistent, behavior-specific feedback and positive reinforcement were highlighted as vital for sustaining learned prosocial skills.",{"name":119,"@type":110,"acceptedAnswer":120},"How should home and school be coordinated during transitions for students with EBD?",{"text":121,"@type":113},"Transition programming should emphasize communication between school and home, and routines at home and school should be coordinated.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594648,1792188802,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Stakeholders’ Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings  \nRohanna Buchanan  \nOregon Social Learning Center  \nRhonda N. T. Nese  \nUniversity of Oregon  \nMiriam Clark  \nOregon Social Learning Center  \nABSTRACT: Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. We conducted 5 semistructured, qualitative focus groups with parents and teachers to explore needs during students’ transitions between school settings. Five themes emerged from the focus groups: (a) consistent, behavior-specific feedback and positive reinforcement are vital to sustaining learned prosocial skills; (b) students benefit from regular opportunities to learn and practice social skills; (c) transition programming should emphasize communication between school and home; (d) routines at home and school should be coordinated; and (e) parents need support at school meetings. We will use findings from this study to develop a multifaceted intervention that aims to support students, their caregivers, and their teachers during transitions between the aforementioned types of schools.  \n▪ An estimated 10%–13% of school-age students have emotional and behavioral disorders (EBD; Epstein, Kutash, & Duchnowski, 1999; Forness, Freeman, Paparella, Kauffman, & Walker, 2012; Forness, Kim, & Walker, 2012), and estimates of how many students will have EBD during their lifetime range from 25%– 46%(Forness, Freeman et al., 2012; Forness, Kim et al., 2012) . Though research shows that students with disabilities now have more school-based opportunities for growth than in past decades, students with EBD have experienced less progress than students from other disability groups (Bradley, Doolittle, & Bartolotta, 2008; U.S. Department of Education, 2014) . Specifically, when compared with other students with disabilities receiving special education services, students with EBD tend to have more teacher-reported externalizing and internalizing behavior problems (Bradley et al., 2008; Lane, Carter, & Glaeser, 2006; Nelson, Benner, Lane, & Smith, 2004) and show lower  \nacademic achievement in terms of earning lower grades, failing more courses, and being expelled or dropping out of high school at higher rates (Bradley et al., 2008; Bullock & Gable, 2006; Nelson et al., 2004; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004; U.S. Department of Education, 2014) .  \nStudents with EBD are increasingly inclu‐ ded in public education settings (U.S. Department of Education, 2007), yet the majority of such students are placed in noninclusive settings at least part of the day. According to the 36th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2014), 43% of students with EBD are served in mainstream classrooms a minimum of 80% of the day, 18% are in mainstream classrooms 40%–79% of the day, about 21% are in mainstream classrooms less than 40% of the day, and 13% attend separate schools. Despite these diverse placements, researchers and practitioners  \nBehavioral Disorders, 41 (3), 135–147 May 2016 / 135  \ngenerally agree that students with EBD need extra treatment and intervention supports that they are not currently receiving (Bullock & Gable, 2006; Forness, Kim et al., 2012; Kern, Hilt-Panahon, & Sokol, 2008; Lane & Carter, 2006; Wagner & Davis, 2006) . In fact, Kern et al. (2008) suggested that students with EBD ","cbCaiciOwDEeiA6x","https://ap.wps.com/l/cbCaiciOwDEeiA6x","pdf",104578,13,"English","# Abstract\n# Background and Need\n## Impact of EBD in School Settings\n## Transition Challenges\n# Study Approach and Findings\n## Stakeholder Focus Groups\n## Emerging Themes\n# Implications for Intervention","[{\"question\":\"Why are transition plans difficult for students with EBD during school placement changes?\",\"answer\":\"School support teams often struggle to create transition plans that honor student needs, especially when plans must reflect input from key stakeholders responsible for student success.\"},{\"question\":\"What did the focus groups identify as essential elements for supporting prosocial skills?\",\"answer\":\"Consistent, behavior-specific feedback and positive reinforcement were highlighted as vital for sustaining learned prosocial skills.\"},{\"question\":\"How should home and school be coordinated during transitions for students with EBD?\",\"answer\":\"Transition programming should emphasize communication between school and home, and routines at home and school should be coordinated.\"}]","Stakeholders’ Voices - Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings | PDF",1792079558,33]