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Remedial and Special Education
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Article

Special Educators Knowledge Regarding Psychotropic Interventions for Students With Emotional and Behavioral Disorders

Joseph B. Ryan1*, Robert Reid2, and Cynthia Ellis3

1 Clemson University, South Carolina
2 University of Nebraska–Lincoln
3 University of Nebraska Medical Center, Omaha

* To whom correspondence should be addressed. E-mail: Jbryan{at}clemson.edu.


  Abstract
The use of psychotropic interventions to manage the inappropriate behaviors displayed by students with emotional and behavior disorders has become more common over the past several decades. The efficacious use of these medications requires monitoring students for desired behavioral outcomes as well as potential side effects. Educators are in an excellent position to monitor medication effectiveness and provide feedback to the prescribing physician because they are in close proximity of students for up to 6 hr per day. However, to date, there has been sparse research investigating teachers’ knowledge of the desired therapeutic outcomes and potential side effects of even the most common psychotropic medications prescribed to youth. A survey of staff from 12 nonpublic residential and special day schools found that special educators and paraprofessionals alike have minimal knowledge of any medication, with the exception of stimulants and selective serotonin reuptake inhibitors.

First published on August 14, 2008, doi:10.1177/0741932507313015

Remedial and Special Education 2008;29:269.

A more recent version of this article appeared on September 1, 2008

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