ABSTRACT Supporting students with emotional disturbance/behavioural disorder (EBD) in mainstream schools is complex. An alternative school-based model of provision for students with EBD, titled the Altered Provision Project (APP), was piloted in the Irish mainstream post-primary schools. The rationale behind APP was that students with EBD require additional teaching in self-management of behaviour from qualified teachers, rather than the care support provided by a Special Needs Assistant (SNA). This paper reports the findings of a review of APP, focusing on the types of interventions utilised with students with EBD that were found to be implemented the Irish mainstream post-primary schools involved in the project. Findings indicate that a range of different interventions is in place. However, schools require greater guidance and support, particularly in terms of planning and implementing bio-psychosocial approaches. Furthermore, a significant gap in the findings was the lack of evidence of multi-disciplinary interventions as reported by the participants.

中文翻译：

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支持爱尔兰中学后情绪障碍/行为障碍的学生：用教学代替护理支持

摘要 在主流学校支持患有情绪障碍/行为障碍 (EBD) 的学生是复杂的。另一种为 EBD 学生提供的基于学校的供应模式，名为“改变的供应项目 (APP)”，在爱尔兰主流小学后学校进行了试点。APP 背后的基本原理是，患有 EBD 的学生需要合格教师在行为自我管理方面的额外教学，而不是由特殊需求助理 (SNA) 提供的护理支持。本文报告了 APP 审查的结果，重点介绍了对 EBD 学生使用的干预措施类型，这些干预措施被发现已在爱尔兰主流小学后学校实施。调查结果表明，已经采取了一系列不同的干预措施。然而，学校需要更多的指导和支持，特别是在规划和实施生物心理社会方法方面。此外，调查结果中的一个重大差距是缺乏参与者报告的多学科干预的证据。