The present article provides educators of students with emotional and behavioral disorders with information on how to develop students' math-related self-monitoring skills. A rationale for fostering self-monitoring skills in math is followed by steps and helpful hints on how best to plan, implement, and evaluate a self-monitoring intervention…

Students with emotional/behavioral disorders have identified disruptive behaviors that negatively impact their academic performance. The US Department of Education and the American School Counselor Association have supported the use of school-wide multitiered systems of support (MTSS) to reinforce pro-social behaviors for all students, but to also…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…

This volume focuses on evidence-based practices (EBPs), supported, sound research studies documenting their effectiveness with a target population. As such, EBPs have significant potential to improve the outcomes of learners with learning and behavioral disorders. However, a number of obstacles exist in identifying, conceptualizing, adopting, and…

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment…

In this chapter, we provide an overview of the characteristics, content, procedures, processes, and outcomes of effective educator preparation programs for teachers of students with behavioral disorders (BD). We emphasize the need for teachers of students with BD to be fluent with the identification and application of evidence-based practices and…

The full-purpose partnership (FPP) schoolwide model primarily focuses on prevention and early intervention. This model brings the tenets of service coordination directly into the school and focuses efforts to involve families from a strengths perspective before behavioral issues become significant. A preliminary evaluation has shown that this…

Reauthorization of the Individuals with Disabilities Education Act (IDEA) specifies that a behavioral intervention plan (BIP) must be developed for students with disabilities under certain disciplinary exclusions. IDEA, however, does not provide details as to what should be included in BIPs, and this lack of specific guidance often results in…

A study of 250 persons who work with youth with emotional or behavior disorders and participated in school-based wraparound training in several sites across Illinois, evaluated the technical assistance that was provided to them. The initial training provided an introduction to the wraparound process and offered strategies for use in schools. A…

This report describes achievements of a Linn County (Oregon) project to design, implement, and evaluate a county-wide comprehensive interagency model for achieving improved outcomes for children with or at risk of developing emotional/behavioral disabilities. The project stressed systems change, driven by full parent participation and interagency…

This collection of papers focuses on practical approaches to resolving behavior problems in the Australian school system. The papers are divided into four general categories: perspectives on behavior problems, focusing on families, schools and system initiatives, and programs in special settings. The papers include: (1) "Beyond…

This book is intended to provide an information base for policy and program planners developing collaborative interagency programs for children and youth with emotional and behavioral disorders (EBD). Its focus is on the multiagency planning and services required by such children and their families. Guidelines for program development are presented…

This report describes and evaluates the 1983-84 TOPS (Teaching /Outreach/Parent Involvement/Skills Development) program in the Dade County Schools, Florida. Designed for severly emotionally disturbed elementary school students, its full services approach contained the following components: (1) a highly structured academic program employing…