Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior…

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…

Peer-mediated interventions (PMIs) are an effective support for students with emotional and behavioral disorders (EBD) for improving targeted behavioral skills. As one of the most important strategies in PMI, peer prompting and reinforcement (PR) provides an effective approach for developing and maintaining positive behavior. This article provides…

Currently more than 400,000 youth are placed in foster care across the United States. Between 33% and 50% of these children receive special education services. Nearly half of foster care youth with disabilities are identified as having emotional and behavioral disorders, in part due to their exposure to maltreatment including neglect, substance…

Teaching students who exhibit emotional and behavioral disorders (EBD) can be challenging and requires conscious and insightful strategies to be aware of how teachers interact with their students. An emphasis on high-quality relationships between teachers and students can ameliorate some of the challenges in teaching students with EBD, resulting…

For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in…

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…

Self-monitoring interventions can be effective components in the specially designed instruction programs of students with emotional and behavioral disorders. This article provides a self-monitoring definition, rationale for use, and summary of research supporting use of the empirically supported intervention. It also includes a description of how…

The term "self-regulation" (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step…

Virtual learning is attracting more students with disabilities as it may offer unique learning opportunities in online environments. However, virtual instruction may not effectively meet the needs of students with emotional and behavioral disorders (EBD). We highlight ways that special education teachers can develop culturally relevant behavioral…

Students with emotional and behavioral disorders (EBD) are likely to require interventions to help them navigate the social demands of the school environment. Several meta-analyses of social skills interventions have been conducted, which have provided guidance and demonstrated the effectiveness of social skills training for students with EBD.…

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…

This document provides recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of seclusion in schools. It updates the CCBD's position on this topic first published in 2009 and includes (a) key definitions, (b) a summary of problems with the use of seclusion, (c) strategies to eliminate the use of seclusion,…

Although tremendous advances have been made in the development of evidence-based services and strategies to prevent and treat emotional and behavioral disorders (EBDs) in children, often such programs may be necessary but not sufficient to address the circumstances and needs of a specific student. The purpose of this introductory article and this…

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…