Students with and at risk for emotional and behavioral disorders (EBD) struggle to acquire and develop writing skills. To support their students' unique needs, it is important for teachers to monitor student writing progress to make instructional decisions based on data. In this article we describe methods for progress monitoring focused on…

Teachers implementing tutoring programs in which their students with emotional and behavioral disorders (EBD) serve as cross-age tutors (CAT-EBD) for younger students in need of additional instruction have reported improvements in academic, social-emotional, and behavioral skills for both tutees and tutors. This practitioner-lead article features…

Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address…

Video modeling (VM) is a powerful and effective tool to support skill acquisition and generalization for students with and without emotional and behavioral disorders (EBD). Video models can include adults, peers, and the very students at which skill development is directed. This article provides a definition of VM and descriptions of its varying…

This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of and students with emotional and behavioral…

This article will provide a brief reflection on Garwood's summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of students with emotional and behavioral…

The purpose of this qualitative hermeneutic phenomenological study was to understand how emotional and behavioral disorders (EBD) teachers experience the initiation, implementation, and continuation stages of the positive behavioral interventions and supports (PBIS) multitiered framework. Fullan's educational change theory provided the theoretical…

Rural schools experience difficulty in filling teaching positions at higher rates than non-rural schools. Recruiting and retaining teachers are critical in these districts; however, because the term "rural" is variable, a one-size-fits-all response is not possible. Rural communities tend to be geographically remote, have a low critical…

Background: There is a growing emphasis of evidence-based program requirements being integrated into social welfare policies for youth care services in the U.S. This trend highlights the need for increased practitioner understanding and involvement in the research process to develop and implement evidence-based programs for youth with emotional…

Goal setting is a research-informed intervention that has demonstrated improved behavioral outcomes for students with emotional and behavioral disorders. However, not all students will respond to goal-setting interventions delivered in a standard format, requiring planning, implementation, and ongoing evaluation of more intensive goal-setting…

The topic of focus in this study was the implementation of Positive Behavior Intervention and Supports (PBIS) with fidelity. The problem addressed was that PBIS strategies were not being consistently and effectively implemented for students diagnosed with Emotional and Behavioral Disorders. The purpose of this descriptive, qualitative study was to…

Students with emotional and behavioral disabilities (EBD) typically struggle with instruction in regular classrooms/schools. The problem peaks in secondary schools where students with EBD have some of the highest dropout rates when compared to their peers in other disability categories (Bradley et al., 2008). Universal Design for Learning (UDL) is…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

Some students with disabilities, particularly those with emotional and behavioral disorders, may struggle with transitions, demonstrating inappropriate behaviors during them. Visual supports, previously determined to be an evidence-based practice for students with autism, is a proactive classroom management strategy addressing transitioning. In…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…