Students attending school today can have a wide variety of needs in the classroom, both academically and behaviorally. One student group often regarded as challenging to support is students who have an emotional disturbance (ED; see discussion in Algozzine, 2017). Students with an ED usually require a different level of support to be successful at…

Students with emotional behavioral disorders (EBD) are educated in restrictive placements at higher rates than students in other disability categories due to their challenging behavior and inability to function in the general educational environment (Bullock & Gable, 2006). The increasing utilization of alternative programming to educate…

The scant data available suggest there is a critical need for improving service delivery within alternative education (AE) settings for children and youth with emotional and behavioral disorders (E/BD). A promising approach for improving student outcomes in AE settings is school-wide positive behavior interventions and supports (SWPBIS), an…

Behavior Education Program (BEP) is the most researched targeted intervention that is used in schoolwide positive behavior intervention and supports (PBIS). It is a daily check-in and check-out system in which students receive extra attention for positive social behavior throughout their school day. This extra attention is intended to prevent…

The purpose of this qualitative single case study was to describe current instructional policies and practices in a one-day treatment center in North Carolina for students with emotional and behavioral disorders (EBD). The following research questions guided the study: (1) What are the curriculum policies, practices, and philosophies of day…

In addressing positive general education teaching practices for use with students with or at risk for emotional and behavioral disorders (EBD), the chapter emphasizes teacher behavior change research that has been informed by applied behavior analytic (ABA) principles. Its central theme is that general education teachers can access research…

This exploratory study addressed the scarcity of research into professional development for school-wide positive behavior support. A train-the-trainer model was designed. These principles were embedded within the recommended guidelines for implementing school-wide positive behavior support. School-based individuals were selected by building…

In intervention research, treatment fidelity is defined as the strategies that monitor and enhance the accuracy and consistency of an intervention to ensure it is implemented as planned and that each component is delivered in a comparable manner to all study participants over time. Reviews of the literature in special education and other…

In this introductory article, the main features of positive behavior support are described, including a prevention-focused continuum of support, proactive instructional approaches to teaching and improving social behaviors, conceptually sound and empirically validated practices, systems change to support effective practices, and data-based…

This article presents and discusses several factors with empirical verification that are associated with effective teaching and learning in classrooms for students with emotional and behavioral disorders (EBD). A description follows of how one teacher implements each of the recommended practices and the positive effects on two students with EBD.…

This monograph provides a variety of positively focused techniques for effectively managing behaviors of students with emotional/behavioral disorders in the classroom. Each section focuses on a specific behavior management technique and includes a brief description of the technique, an explanation of why the particular technique works, conditions…

This book compares current practices in the education of students with emotional and behavior disorders to those practiced 25 years ago. The first two chapters describe current understanding of and interventions for children with emotional and behavioral disorders. The following chapters are divided into four parts that address the topics of…

Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…

This brief report discusses the outcomes of a study that examined statewide behavioral initiatives (SBI) that involve general education, special education, or both. Forty-three state education agencies (SEAs) responded to a survey that investigated the development of SBI, focus of the SBI, and how well the SBI addresses the needs of students with…

Five articles address current teaching and programming practices in the education and treatment of behaviorally disordered youth. In "Down the Up Staircase: The Teacher as Therapist," P. Nichols explores the premise that teachers should not limit their potential as child helpers by excluding counseling and psychotherapeutic…