This study used integrative data analysis to examine profiles of teacher-student relationships and teacher's use of research-based behavior management practices in early childhood and K-third-grade classrooms with students with or at risk for emotional and behavioral disorders (EBD). We also examined the association of these profiles with student…

All students have emotional and behavioral difficulties periodically. Some students have difficulties at a rate, duration, and intensity significantly higher than those of their peers. We summarize the knowledge base on the development, maintenance, and change of emotional and behavioral disorders across the school years. Building from dynamic…

There is an urgent need to aid in what will be an ongoing educational recovery in the wake of the COVID-19 pandemic. One avenue for supporting students with and at-risk for emotional and behavioral disorders (e.g., internalizing and externalizing behaviors) is implementation of tiered systems, which emphasize evidence-based practices to prevent…

Students with emotional and behavioral disorders (EBD) exhibit a wide variety of difficult behavior, and the responsibility of educating them is equally difficult. Students with EBD face historically bleak outcomes. Additionally, EBD teachers have had a continual nationwide shortage. They have the highest turnover rate and have more teachers on…

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…

The term "self-regulation" (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step…

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…

This article discusses the unique and influential role of school teachers in the rehabilitation and reintegration of students with emotional and behavioral disorders who have been involved with the juvenile justice (JJ) system. By adopting evidenced-based practices, highlighted within this article, teachers can prevent further escalation of…

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in…

The challenges associated with the education and treatment of children and youth with emotional and behavioral disorders (EBD) have proven to be both persistent and exceedingly complex. Thus, our best hope for improving outcomes for students with or at risk for EBD lies not in miracle cures or the eradication of all disorders, but in the…

Students with emotional and behavioral disorders (EBD) have unique academic and behavioral needs that require the use of evidence-based practices. One way that teachers can support students with EBD is by individualizing interventions, such as self-monitoring, while maintaining a high level of fidelity. In this article, the authors describe how…

Aim/Purpose: This study explored an alternative means to offering supervisory coaching to teachers, professional development, and virtual teacher coaching through the use of videoconferencing. Background: Teacher coaching has been identified as an effective way to improve teacher implementation of research proven effective classroom strategies.…