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…

Students with disabilities need high-quality instruction to effectively wield writing as a tool to powerfully shape both academic and economic outcomes. Self-regulated strategy development (SRSD) is a powerful intervention demonstrated to improve student growth and writing performance for students with learning disabilities, emotional and…

The intertwined academic and behavior deficits, often referred to as the failure cycle, of students with and at risk for emotional and behavioral disorders (EBD) negatively impact learning and skill acquisition. Reading comprehension is one academic area where students with and at risk for EBD display significant deficits. The self-regulated…

Teachers who work with students with targeted, co-occurring academic and behavior differences require the knowledge, tools, and support for effective interventions across both domains. This article provides a research-informed, three-step process to support teachers in designing and implementing integrated targeted interventions for mathematics…

Students across several disability categories share similar writing profiles. Moreover, general education teachers often support groups of writers with various challenges in one setting. Surface-level errors, such as spelling and grammar, are common in the writing of students with learning disabilities (LD), emotional and behavioral disorders…

This article discusses two strategies to improve reading outcomes for middle and high school adolescents with emotional and behavioral disorders (EBD). The first is providing secondary students a choice of accessible, engaging activities to more actively engage them during reading instruction and foster intrinsic motivation to engage in literacy…

A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

Behavior management remains one of the most significant challenges faced by classroom personnel. One relatively novel and promising management approach involves the use of "Consequence Maps". In this article we discuss the use of this method, including its application and evaluation. A case study of a six-year-old boy in a self-contained special…

Over the past several decades, behavioral interventions have produced positive and significant outcomes for children with a wide range of challenging behaviors. Because parents probably have the most information regarding the extent and history of their child's difficulties and the most knowledge of their child's home environment, it is essential…

Recent advocacy organization reports, Congressional hearings, and proposed federal legislation have called attention to the abusive use of physical restraint procedures in school settings. As a result, administrators and school officials wonder whether they should purchase "crisis intervention" training for staff and faculty members from outside…

Students with an emotional or behavioral disability (EBD) are sometimes judged and feared based on their label before teachers even meet them. These students are different than other students that walk into a classroom, but they should never be feared. They have had more "loops" in their roller coaster ride of adolescent life than the average…

Students with learning disabilities (LD) are most often educated in the general education classroom, where it seems clear that a significant lack of attention to the concept of transition also exists. The No Child Left Behind Act (NCLB), for example, does not specifically address students' postschool success or transition outcomes. One challenge…

Teacher preparation programs provide preservice teachers with evidence-based teaching strategies, skills of behavior management, and various field experiences. The greatest learning however, is acquired the very first year of instruction in the teacher's own classroom. Teaching students with emotional and/or behavioral disorders (EBD) may prove to…

If a student has multiple behavior problems that escalate over time and across different settings, school-based problem-solving teams can become quickly overwhelmed, especially when educators identify "setting events" for problem behaviors that have occurred outside of school and are beyond the control of school personnel. Instead of resorting to…

Offers guidelines to assist school personnel in addressing pica, an eating disorder involving consumption of nonedible substances frequently observed in people with mental retardation. Guidelines are organized around principles that stress surveying the situation, selecting treatments (behavioral, nutritional, and/or medical), and considering the…