Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

An adolescent female with multiple handicaps and severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. The assessment and intervention produced substantial and durable reductions in the student's longstanding and severe behavior problems. (Author/JDD)

This study surveyed 12 journals in the field of emotional and behavior disorders to explore trends in five dimensions of research: (1) subject characteristics; (2) settings; (3)research design; (4) dependent variables; and (5) independent variables (interventions). Negligible trends were found and few studies reported interventions that were…

This report describes and evaluates the La Grange (Illinois) Area Department of Special Education (LADSE) network for students with emotional and behavioral disorders (EBD). It also presents a curriculum guide for applying the wraparound approach in schools. The LADSE EBD network is based on three levels of support: special classroom, supported…

This paper addresses two approaches to serving students at risk for or with emotional and/or behavioral disorders in general education settings: (1) use of individual behavior plans (IBPs), and (2) use of the combined classroom model. The process of developing an IBP is detailed, including when an IBP is developed, by whom it is developed, and the…

Academic outcomes for students with emotional and behavioral disorders (EBD) are poor. Unfortunately, insufficient attention is paid in research and textbooks to academic difficulties and students with EBD. The purpose of this special issue is to review research-based strategies and interventions for teaching children and youth with EBD. In the…

This paper, with portions written in English and French, examines issues in the education of students with emotional or behavior disorders (EBD) from a Canadian perspective. The paper is organized to counter seven "myths" about schools and students with EBD. These are: (1) "the student is the problem" (rather, well organized…

First addresses the use of destructive labels to describe students with behavior disorders, including negative multiassessment practices, weakness-focused Individualized Education Plans (IEPs), punitive management programs, disparaging remarks, and behavioral descriptions that accentuate student weaknesses. It then suggests ways to promote dignity…

Discusses requirements specified in the 1997 amendments to the Individuals with Disabilities Education Act that pertain to functional behavioral assessment, as well as positive behavioral intervention plans and supports as they relate to the responsibilities of the Individualized Education Program (IEP) team and to the IEP itself. (CR)

A checklist was developed to assess congruence between needs identified by psychoeducational assessment and instructional goals of the Individualized Education Program. Use with records of 106 behaviorally disordered students (K-12) suggested lack of diagnostic-intervention congruence and dissimilarity between IEP goals and diagnostic/assessment…

A survey of Wisconsin teachers of 230 students with emotional/behavioral disorders found that classroom observations, student interviews, and behavior rating scales were most helpful in instructional planning. Teachers generally found student evaluation data helpful in planning Individualized Education Programs. Teachers chose evaluation…

The second volume of a two-part resource guide for teachers of emotionally disabled students, this guide provides articles and informational items on aspects of serving this student population. The first section examines legal issues involved in conducting staffings, writing individualized education program objectives and understanding…

This manual is designed to help school personnel conduct functional behavior assessments (FBAs) and to develop effective behavior intervention plans (BIPs). The manual begins by providing background information on FBAs including: (1) the four-stage model of collaborative problem solving that is used to conduct FBAs and develop subsequent BIPs,…

This digest identifies seven essential elements of effective programs for students in alternative programs because they have dropped out, are at risk for dropping out, or have behavior disorders that require special education outside the general education setting. Such alternative programs offer flexible curricula that can address the unique…