Paying attention during academic instruction plays a significant role in learning. Students with off-task behaviors are less likely to obtain desired learning outcomes. Technology-based self-monitoring is one of the strategies designed to address this issue. This article introduces technology-based self-monitoring (TBSM) for elementary educators…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In…

In the aftermath of the COVID-19 upheaval, special education professionals grapple with a seismic surge in student behavioral issues. The challenges are formidable, and the interventions available often fall short of making a meaningful impact. "Best Practices for Behavior Intervention in Special Education" steps in to assist the urgent…

Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…

An increasing number of students with emotional and behavioral disorders are being served in general education environments. This article provides general and special education teachers with step-by-step instructions in three classroom management strategies that, when implemented well, can increase academic engagement and reduce challenging…

Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,…

Students who experience serious emotional and/or behavioral disorders (EBD) are at risk for a wide range of negative outcomes, from limited academic progress to problems with employment and community life after they leave school. Positive educational experiences can help, and this textbook fully prepares educators, school psychologists, and…

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two…

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials…

Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is…

Special educators frequently teach students with a variety of diagnostic labels, including autism and oppositional defiant disorder. Some of these diagnoses point to the presence of challenging behaviors that might be viewed as threatening and disruptive. Teachers working with these students must make daily choices in how they approach such…

When a student demonstrates a challenging or problematic behaviour in the classroom, the climate and the instructional experience can change dramatically for both the students and the classroom teacher. Before resorting to sanctions and punitive consequences, there is a series of steps a classroom teacher can conduct to reduce and replace the…

Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their…

For courses in Behavior Analysis and Intervention, and Emotional or Behavior Disorders. This newly written, comprehensive and current textbook will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of…