Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior…

Most students with emotional and behavioral disorders (EBD) have challenging classroom behaviors and poor postschool outcomes. Self-determination promotes positive classroom behavior and successful postschool outcomes. By incorporating choice-making, an element of self-determination, teachers across grade levels can address behavioral issues and…

High-quality single-case design research should include measures that assess the social significance of intervention goals, the social importance of intervention outcomes, and the acceptability and feasibility of procedures. We conducted a systematic review to examine the inclusion and use of social validity metrics in academic and behavioral…

TikTok has gained in popularity across teachers. One TikTok trend related to classroom management is called "Secret Student." Secret Student aims to improve classroom behavior by rewarding an anonymous, randomly chosen student. In this article, I describe common practices and variations of the Secret Student intervention as well as…

The purpose of this review was to investigate the extent to which students with emotional and behavioral disorders (EBD) are adequately represented in and benefiting from college and career readiness (CCR) intervention research across race and gender groups. We conducted a secondary analysis of 14 intervention studies meeting the criteria for a…

Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of…

Adolescence is marked by significant emotional challenges, with mood disorders becoming increasingly prevalent, necessitating effective interventions. Dialectical Behavioral Therapy (DBT) skills have emerged as promising tools for addressing emotional dysregulation in adolescents. This systematic literature review aims to evaluate the…

Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on…

Sometimes, despite the most perfectly delivered writing lesson implemented with fidelity, students with emotional and behavioral disorders (EBD) do not make the progress expected by teachers or themselves. In these instances, teachers may individualize and differentiate for students with EBD not making adequate progress by purposefully…

Understanding the overlap of symptoms between oppositional defiant disorder (ODD) and obsessivecompulsive disorder (OCD) experienced by youth is pertinent for accurate diagnosis. A quantitative, retrospective, cross-sectional design format was used to assess the relationship between ODD and OCD in addition to evaluating the difference in ODD…

Increasingly, mixed methods research (MMR) is used in special education, although the extent to which MMR is used in intervention research in the field of emotional/behavioral disorders (EBD) remains unknown. The purpose of this article is to examine the use of MMR in EBD intervention research to describe its application within the field. We…

Early adolescents entering middle school are at a pivotal developmental phase as they become less dependent on parents/guardians and seek greater autonomy while encountering a complexity of social demands requiring them to regulate their emotions, thoughts, and behaviors to achieve academic and social success. Yet, students who receive services…

General labels tend to obscure objective realities upon which disability rights are based and can deny individuals with disabilities their educational and civil rights. Undoubtedly, stigma can come from labels unnecessarily categorizing people into separate groups. However, stigma does not reside primarily in disability categories/terms but in…

Outcomes of students with emotional and behavioral disorders (EBD) have failed to meet the standards of educators and educational researchers. For several decades, such students have had worse academic and postsecondary outcomes than any other student population. This has led to emphasis on implementation of evidence-based practices to combat the…

Students at risk of emotional behavioral disorders (EBD) have difficulties and challenges making decision for independent living. The aim of the current study is to assess effect of occupational therapy and self-determination interventions on decision making and risky behaviors of students at risk of EBD. In a single-blind, randomized, controlled…