There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…

Students with emotional/behavioral disorders have identified disruptive behaviors that negatively impact their academic performance. The US Department of Education and the American School Counselor Association have supported the use of school-wide multitiered systems of support (MTSS) to reinforce pro-social behaviors for all students, but to also…

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and…

Positive Behavior Intervention and Supports (PBIS) is a process designed to improve disruptive behavior and increase student's achievement at the primary and secondary level. Although the success of PBIS programs with student achievement is well documented, the impact of PBIS on teachers' teaching anxiety and self-efficacy levels has yet to be…

In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims…

The purpose of this research study was to determine if the implementation of a social skills curriculum would have a positive effect on the performance of severely emotionally or behaviorally disordered students (SEBD). The program studied was the Boys' Town Educational Model (BTEM). Student performance was defined in terms of reading recognition…

This monograph focuses on school-based practices and programs that promote safe and drug-free schools. It begins with a description of the key characteristics of schools with effective programs and provides a model for school-wide support. Necessary steps for developing an effective system of universal prevention are listed and include: (1)…

Part of a series on safe, drug-free, and effective schools, this monograph discusses developing school and community partnerships to assist students with behavior problems. It begins by offering a general description of the student with challenging behaviors and the determination of the students placement in the least restrictive environment.…

The authors of this collection of research reviews studied how single subject research designs might be a useful method to apply as part of being accountable to clients. The single subject research studies were evaluated in accordance with the following criteria: Was the study applied, behavioral, reliable, analytic, effective, and generalizable?…