As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

This article underscores the potential advantages of qualitative methods to illustrate the depth and complexity of social validity. This investigation evaluates the social validity of Check and Connect with Early Literacy Support (CCEL), through the perspectives of teachers and caregivers whose children participated in the intervention. Teachers…

This study assessed the educational attainments of pupils, ages 7 to 16, at a special school for children with emotional and/or behavior disorders (EBD) in England. Results support previous research indicating that children with EBD have major problems in literacy and numeracy. Implications for teaching approaches in special schools, for early…

Frequently, students with emotional and behavior disorders (EBD) exhibit academic underachievement combined with high levels of externalizing behaviors and resistance to instructional efforts. Regardless of the present reading initiatives, research focusing on interventions for teaching reading to students with EBD continues to be limited. This…

This 1992 edition provides basic information on all research projects funded by the Division of Innovation and Development, Office of Special Education Programs, U.S. Department of Education, through December 1991. Abstracts of 198 projects are separated into 10 sections according to the primary focus of the study. The 10 sections include:…