Students with emotional-behavioral disorders (EBDs) often learn in alternative classroom settings to provide more intensive instruction that meets their educational needs. Although research has demonstrated promise for several behavior intervention practices in general education settings, the generalizability of these practices to more restricted…

Evidence clearly suggests that social competence and social adjustment are areas in which educable mentally retarded students may profit most from self-contained class placement, while the relative effects of self-contained versus mainstreamed environments on achievement remains equivocal. (Author)