Fluency in math facts and procedures is critical for math achievement overall and often challenging for students with emotional and behavioral disorders to develop. This article describes how to implement two complementary and evidence-based practice strategies, incremental rehearsal and Cover-Copy-Compare, to build declarative and procedural…

Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align…

For courses in Behavior Analysis and Intervention, and Emotional or Behavior Disorders. This newly written, comprehensive and current textbook will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of…

By looking at the positive strengths of your students with special needs, you can help those students flourish, ensure their success, and align their instruction to Common Core State Standards. One of our most popular authors, Thomas Armstrong, shows you the steps you need to take to establish a more favorable, productive learning environment for…

Suggestions are given regarding the use of expressive writing with emotionally disturbed children. Examples of student-written poetry are provided to illustrate potential increases in communication and insight. (CL)

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

The author recounts the effects of aphorisms and slogans encouraging values of hard work and responsibility during his childhood and suggests that classrooms for emotionally disturbed pupils should contain signs and sayings to help promote positive attitudes and behavior, self-control, and motivation for teachers. (CL)

The role of speech in child development is examined, reasons for lack of speech in school are suggested (including anxiety, shock, overprotection, abuse, or anger), and four recommendations for teacher action are offered (including having empathy and encouraging other means of communication). (CL)

The paper discusses the use of regularly scheduled classroom group discussions in the treatment of emotionally disturbed (ED) children, to assist them in learning alternative ways of acting and interacting and to move them from feelings of discouragement and negativism to the point where they can effect change in themselves, feel confident in…

A multimedia eight-week summer drama course for emotionally disturbed adolescents is described. Activities (including projects, drama notebooks, and play presentations) are reviewed along with resources. (CL)

Story writing helps handicapped and normal students to develop a thoughtful approach to daily experiences through fantasy production. Benefits of such an approach with emotionally disturbed adolescents have included increased abilities of students to examine problem situations, conceptualize alternatives, and understand potential consequences. (CL)

The use of bibliotherapy (a teaching technique focusing on reading) with emotionally disturbed children is discussed, and learning activities for individuals or groups are described, including discussion techniques, poetry writing, and student-developed questionnaires. (CL)

A model for the demonstration of empathy by teachers, based on interviews with emotionally disturbed youngsters, is described. It is suggested that verbalization of understanding is not the complete process and that at least four interactive modalities are used by teachers to express empathy with a disturbed child. (Author)

The author advocates a multiple theoretical intervention strategy based on specific strengths and weaknesses (affective, cognitive, and somatic) of children with emotional conflicts. (CL)

This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling -- either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement. "Nurture Groups", originally devised and implemented in the…