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…

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,…

This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of…

This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the…

In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also…

Youth in juvenile justice facilities may experience symptoms of mental health disorders and trauma at a higher rate than their normative peers. As a result, juvenile justice facilities have become de facto mental health agencies, resulting in an increased need to provide interventions that can meet the various needs of their residents. Embedding…

This document provides administrative recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the need for school-based mental health services (SBMHS) in schools (Kern et al., 2017). It includes (1) an introduction, (2) key considerations for successful SBMHS, and (3) recommendations regarding local, state, and…

In issue 37(1) of this journal, the authors published the findings of three studies addressing the status of Council for Children with Behavioral Disorders (CCBD) as an organization and of the field of special education for students with emotional and behavioral disorders (E/BD). In order to continue discussion of the status of CCBD, the editors…

Three adolescents (ages 14-17) with emotional and behavioral disorders displayed chronic disruptive behavior in their self-contained classrooms at a self-contained alternative school. A descriptive functional behavioral assessment was conducted for each student. Data from file review, structured interviews, and direct observations were used to…

To determine if its current mission and purpose are in line with contemporary issues in the field, the Council for Children with Behavioral Disorders (CCBD) commissioned a 3-year project that included three separate but related studies. This mixed-methods research, carried out over a 20-month period during 2008-2010, was conducted as three…

Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education…

Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral…

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using…

Students with emotional and behavioral disorders (EBD) often exhibit moderate to severe broad academic deficits in multiple areas as compared to their normative peers (Lane, 2004); they engage in aggressive acts and receive less positive attention by peers and adults. As a result, they are more likely to drop out of school, stay unemployed, engage…

A study of 64 single-subject studies examined effectiveness of social skills intervention with students with emotional or behavioral problems. The results of quantitative synthesis procedures that use a percentage of nonoverlapping data suggest that skills interventions had limited empirical support for their overall effectiveness. Implications…