Bullying has deleterious effects on the health of youth, families, schools, and communities. These effects are especially pronounced for youth with special education needs specific to emotional and behavioral disorders (EBD). Much of what is understood concerning the effects of bullying has been limited to face-to-face contexts. Despite the…

Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less…

Providing support to students with challenging behaviors is a critical focus of classroom teachers' success. Finding ways to prevent and mediate academic and behavioral difficulties is a high priority area for both research and practice. The focus of this study is on the effects of implementation of Orton-Gillingham Reading intervention strategies…

The provision of school-based mental health services (SBMHS) to students with disabilities is inadequate and insufficient. We propose that this failure to provide SBMHS to students with disabilities is due to (a) mental health services not consistently recognized as a related service under the Individuals with Disabilities Education Act (IDEA),…

This study investigated teachers' experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on…

This study examined the effects of three response options (traditional responding, response cards, and response systems) on the mathematics performance, participation, and time on-task of secondary students with emotional or behavioral disorders (EBD). A three-way crossover design was utilized to evaluate the efficacy of response options in…

Social skills are necessary for success in school as they facilitate peer acceptance and student-teacher relationships and promote academic achievement. One social skills intervention that has received significant attention from researchers and has been endorsed by special education teachers is Social Stories. However, the extant research on this…

The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined…

Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic…

Expressive writing is important for school and life success, but remains challenging for many students with emotional and behavioral disabilities. Emerging evidence reveals promise for teaching students with learning and behavioral issues to improve written expression with self-regulated strategy development instruction. In that research, students…

The Response to Intervention (RTI) framework, a preventive model of universal screening, tiered interventions, and ongoing progress monitoring, poses an interesting consideration for identification and service delivery for children with autism spectrum disorders (ASD). Upon examination of the existing literature, paucity exists regarding how RTI…

Underidentification of students with emotional and behavioral disorders (EBD; emotional disturbance or ED in federal language) is a critical issue, perhaps explainable in part by causal attributions of problem behavior associated with conservatism. Conservatism in 58 counties in the state of California was measured by finding the percentage of…

This study examines the concurrent and longitudinal relationships between reactive and proactive aggression and children's peer status. Participants were 94 Dutch elementary school-aged boys in self-contained special education classrooms for students with emotional/behavioral disorders (EBD) and 47 boys with no disabilities in general education…