The present article provides educators of students with emotional and behavioral disorders with information on how to develop students' math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention…

Social skills training has become a major focus for improving the lives of individuals with disabilities. Students with emotional and behavioral disorders often lack the social skills necessary to build and maintain positive relationships with others and require individualized training to appropriately engage across all settings. Despite the…

Learning magic tricks permits behaviorally and emotionally handicapped children to become magicians in the eyes of adults, their peers, and themselves. The self-contained classes of handicapped boys in grades 3 through 6 have put on numerous magic shows since 1984. Program objectives include building self-esteem, teaching team cooperation,…

This article presents answers to common questions about use of contingency contracts for behavior management with students needing individualized programs in academic or social-emotional areas. A methodological format for developing contracts, a planning worksheet, and a sample contract are included. (DB)

This article focuses on special education's responsibility in planning and implementing suicide prevention programs in the schools. It discusses which students are at risk for suicide, the association between depression and suicidal behavior, guidelines issued by Minneapolis Public Schools, emotional first aid, and features of effective suicide…

A group of students with emotional disturbances generated a list of rewards and received rewards after accumulation of points determined by the daily behavior of each group member. Use of this motivator and behavior management tool seemed to increase the cohesiveness of the group and prosocial behavior of its members. (JDD)

This guide assists in establishing a collaborative unit or a task group to deliver services to children and youth with serious emotional disabilities and their families. The guide is not intended to be an exhaustive manual, but does address the primary activities of professionals using interagency collaboration to establish comprehensive systems…

This book is a guide to the development of Individual Transition Plans (ITPs) for students with disabilities. It includes 37 sample ITPs for students with a wide variety of disabilities. The first four chapters describe the formatting necessary for designing the transition planning document and then describe each of the 10 goals, which range from…

Intended to help teachers provide occupational exploration for handicapped students, this guide is also a source of information on handicapping conditions for regular classroom teachers. Guidelines are offered for occupational exploration classes, and descriptions and characteristics of students with the various handicapping conditions are…