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…

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment can be defined as a process for determining the reason…

This article discusses how stress may affect the lives of children with behavior disorders, provides educators with a model for introducing stress management techniques, and closes with strategies for managing stress in the classroom, including listening to relaxing music, manipulating the environment, and providing a morning physical education…

Provides teachers with basic information needed to prevent and manage aggressive children and youth, specifically, information on stages of crises (frustration stage, defensiveness stage, aggression stage, and self-control stage), effective strategies for each stage, and prevention strategies designed specifically for public school classrooms.…

Discusses a wilderness camp program for children with behavioral problems and provides recommendations for applying the program ideas in a public school setting, including group huddles for problem solving, goal-oriented living and learning, quiet time for rest and reflection, allowing transition time, and partnering adversaries. (Author/CR)