Education researchers, policy makers, and practitioners have emphasized the role that social-emotional learning and self-regulation play in children's adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest-posttest cluster-randomized efficacy trial of the…

Students with persistent behavior problems, including those with or at risk for emotional or behavioral disorders, often struggle to be self-regulated learners. To improve self-regulation skills, numerous strategies have been suggested, including goal setting. Whereas goal setting has focused mostly on academic and life skills, behavioral goal…

Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…

It is widely believed that children's social-emotional growth and academic learning are inextricably connected. Pressured by high-stakes assessments, however, school professionals find it difficult to devote adequate time to children's social/behavioral development. As a response, we developed and piloted Social-Emotional Learning Foundations…

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed…

Recognizing the association between self-determination and improved educational and postschool outcomes for children and youth with or at risk for emotional and behavioral disorders (EBD), increased attention has focused on efforts to promote the skills and attitudes that enhance self-determination. We conducted a comprehensive, systematic review…

This article describes a single-subject study of the effects of a contextualized instructional package on the area and perimeter performance of middle school students with emotional and behavioral disorders (EBD). The instructional package included area and perimeter problem-solving activities embedded in contextualized, or real-life, scenarios;…

A review of research regarding self-control treatments for aggressive behavior focuses on antecedent stimulus control, self-reinforcement, self-instructional training, and multiple component treatments. (CL)

Intervention during which a 9-year-old emotionally disturbed student viewed a videotape of a structured mathematics class and recorded his own behavior in that class resulted in increased frequency of on task behavior. (CL)

A systematic prompting system involving four levels of prompts (self-initiating, motivational, content related, and literal) increased the number of sentences written as well as decreased the average prompt level for three youths (14-15 years old) with behavior disorders. Ratings by independent judges were significantly higher for compositions…

The article presents an approach (the Fagen-Long Curriculum) to developing skills for self-control as a means of preventing and reducing emotional and behavioral disorders in schools. (SBH)

An unobtrusive self-monitoring procedure was used to teach four elementary school students with serious emotional disturbances (SED) to monitor their behavior while working independently on newly taught materials. A modest positive relationship was found between self-monitoring and the target behaviors measured (percentage of on-task behavior…

This article describes how treatments that assist students in developing essential personal and academic skills can be integrated with behavioristic methods to provide effective treatment in school-based programs for seriously emotionally disturbed students. An overview of the key theoretical concepts supporting an integrated treatment approach is…

This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple…

Overrepresentation of African American boys in disciplinary and special education referrals has been a national concern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four…