Division is an essential skill for math fluency and achievement in higher-order math skills. Using a partial quotients algorithm is one way to support a student's ability to develop both conceptual and computational knowledge of long division. We used the self-regulated strategy development (SRSD) framework to develop lesson plans and a mnemonic…

This article provides results from a study examining the impact of a self-regulated strategy development (SRSD) intervention on the fraction calculations of three Grade 5 male students with or at-risk for emotional or behavioral disorders using a multiple-baseline across students, single-case design. The teacher-led SRSD Fractions intervention…

Behavior-specific praise (BSP) is a low-intensity strategy that can be used to reinforce appropriate responding in the classroom. BSP occurs when a teacher observes particular student behavior and compliments the student for the appropriate response with the intent that students will continue to engage in the appropriate behavior. In this article,…

Secondary students with emotional and behavioral disorders may experience a phenomenon known as the failure cycle where behavioral needs and academic deficits negatively impact learning, including reading comprehension. Self-regulated strategy development (SRSD) is one emerging method that addresses behavioral needs and reading comprehension…

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…

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed…

An emerging intervention for increasing reading comprehension in students with emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to examine the effectiveness of the TWA (Think before reading, think While reading, and think After reading) SRSD reading strategy when used with students…

Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the…

This article explores the benefits of incorporating student self-graphing into various academic and behavioral tasks to enhance the effects of an intervention and to heighten student motivation. It offers examples to demonstrate how student self-graphing might be observed in a school setting. A list of considerations and tips to ensure successful…

The purpose of this paper is to discuss how issues of effectiveness and efficiency are considered most logically in the field of education. More specifically, the focus is on the importance of these issues as they pertain to teaching, instruction, and management strategies for students with emotional and behavioral disorders (E/BD). The driving…

Students with emotional and behavioral disorders (E/BD) have academic, behavioral, and social characteristics that present unique needs within schools. Educators across the country are responding to the academic, behavioral, and social needs of all students, including students with E/BD, by implementing a continuum of supports across a…

Students with emotional and behavioral disorders (E/BD) have academic deficits that affect their success in school; however, few researchers have investigated what strategies work best for this population, especially in the area of writing. One promising intervention to support the writing skills of students with and at-risk for E/BD is…

Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to…