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…

This study examined data from the National Longitudinal Transition Study 2 (NLTS2) to determine if factors indicative of caring were predictive of high school graduation for students with ED. Selection of NLTS2 variables was guided by resiliency theory, which implies that an individual can successfully adapt to factors that threaten his or her…

The Individuals with Disabilities Education Act (IDEA) mandates the implementation of a behavior intervention plan based on a functional behavioral assessment when a student's behavior necessitates disciplinary actions. However, IDEA does not provide any clear guidelines as to what the plans should contain nor how they can address behaviors that…

Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE…

Students with Emotional and Behavioral Disorders (E/BD) have been consistently experiencing dismal outcomes. The purpose of this chapter is to provide a brief overview of outcomes for this population, examine school-based instructional and behavioral strategies, and discuss transition related practices intended to improve present and future…