Background: There is a well-established association between literacy difficulties and emotional and behavior disorders (EBD). However, the scarcity of experimental studies means directions of causality are not clear. Aims: This study investigates causal relationships between literacy and EBD, and implications of co-morbidity for intervention.…

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study,…

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…

The prognosis for children with early-onset conduct disorder is poor. Conduct disorder also has a social cost for families and communities, and an economic cost for society through the increased use of health, education, social, legal and detention services. In this study, the Incredible Years (IY) BASIC programme was delivered to parents of…

In Ethiopia there is a severe shortage of child mental health professionals. Identification and intervention for young children's mental health problems is crucial to improve developmental trajectories and reduce the severity of emotional and behavioral disorders. Teachers can play an important role in early problem detection. This role is…

Students with elevated levels of risk require targeted Tier 2 behavioral interventions that are efficient and effective to prevent the need for more intensive, special education supports. Although Tier 2 is a critical component of multi-tiered systems of support, a paucity of research exists regarding how best to provide evidence-based Tier 2…

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…

Background: Raising children with borderline to mild intellectual disability (BMID) and psychosocial problems may yield a strong need for support among parents, but evidence for this is lacking. The aim of this study was to investigate the prevalence of need for parenting support in this population, and the child and parent characteristics that…

Considerable evidence supports the association between language learning difficulties and behaviour in young children and this is likely to be particularly true of children raised in social disadvantage. Less is known about the way that different aspects of language, specifically pragmatics, interact with behaviour. This study examines the extent…

Self-regulated strategy development is an evidence-based practice for use with students with emotional and behavioral disorders (E/BD). This study adds to the current research base by conducting the first investigation in a residential facility for students with E/BD and the first classwide investigation at the elementary level with students with…