Self-regulation is increasingly recognized as a key predictor of academic and social competence. A multidisciplinary understanding of this ability is timely and can strengthen theory and practice. The present review aims to inform educators on what cognitive neuroscience can teach us about self-regulation. To do so, we will focus on a decade-long…

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

This paper provides a brief overview of the most recent research (1999-2009) on restraint reduction and elimination efforts in the literature and also examines the characteristics of restraint along with the risks and benefits. Some earlier papers were included in this review because of their importance to the topic. The results of this literature…

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed…

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school. However, there are few research studies investigating what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at risk for E/BD is…

This review critically evaluates the existing research literature on the peer relationship problems of children with attention deficit/hyperactivity disorder. Empirical evidence suggests that children with the disorder are severely impaired in the social area and strongly rejected by peers. The purposes of this article are to provide a review of…

Regulation has been implicated in the development of emotional and behavioral disorders in childhood. Indeed, emotion dysregulation is one of the most common reasons families seek psychological services and behavioral supports. Interventions to support children with regulatory difficulties may be enhanced if they are informed by basic…

Briefly describes techniques of cognitive-behavioral therapy for teaching children self-control and considers examples from current literature under three headings: (1) the importance of training components; (2) the results of variations in training content and context; and (3) the applicability of procedures to clinical cases. (RH)

The paper addresses current theory and research on cognitive approaches with behaviorally disordered youth, and considers assessment and intervention with special attention to methods developed from both cognitive-behavioral and social-cognitive perspectives. Distinctions and similarities between cognitive-behavioral and social-cognitive…

This article summarizes and critically analyzes the literature on self-restraint (in which a mentally retarded individual restricts or prevents motion of a body part), particularly its identification, etiology, modification, and relationship to self-injurious behavior. The paper examines the hypotheses of negative reinforcement and stimulus…

The paper reviews the developmental perspective in interventions with behaviorally disordered youth and considers developmentally based models (such as the engineered classroom, the conceptual level model, and the developmental task instructional system). The Intervention by Prescription (IBP) model, an integrated problem solving system, is…

This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social…

This biannual review of research describes promising research models that are helping all students, including students with disabilities, manage their own behavior in school settings. The common features of school-wide systems of behavioral support are identified and include: (1) total staff commitment to managing behavior; (2) clearly defined and…

This article discusses instructional variables that contribute to a positive classroom climate and serve as setting events for more focused group-individual instructional programs for students with emotional/behavioral disorders. Nonacademic challenges that should be incorporated into these programs are identified and issues are examined that…