This qualitative phenomenological research study investigated the experiences of teachers' in the general education classroom with students with emotional behavior disorders. The five questions that guided the research examined teacher's use of strategies, administration support, and need the training to educate students with emotional behavioral…

With the advent of No Child Left Behind (2002), the academic expectations of students with disabilities have changed. Students with disabilities are now held to the same academic standards as their peers without disabilities. Furthermore, the 2004 provisions in the Individuals With Disabilities Education Improvement Act state that students with…

Purpose: The purpose of this study was to determine the best practice strategies, those that bring the most value for the twice-exceptional (2e) student (giftedness with autism spectrum disorder [ASD], attention deficit hyperactivity disorder [ADHD], specific learning disabilities [SLD], and/or emotional and behavioral disorder [EBD]) in the…

There is a clear national trend toward the inclusion of students with disabilities in general education classrooms. This trend poses particularly vexing challenges for delivering appropriate programs for students with emotional and behavioral disorders (EBD). This chapter describes the complexity of determining appropriate inclusive placements for…

This study focuses on teachers' perception of what works for them in managing students with emotional and behavioral difficulties (EBD). The main purpose is to compare the current findings in mainstream schools with the study that was conducted in special schools in 2006-2007 to see if there are any discrepancies of approaches implemented by…

Volumes 22 and 23 of the "Advances in Special Education" address the current top perspectives and issues in the field of emotional and behavioral disorders (EBD) by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and…

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be…

Discusses instructional modifications to increase the academic success of rural behavior-disordered students in regular classes. Describes adaptations of teaching mode, media use, presentation of academic content, textbook content and organization, and test construction and administration. Contains 10 references. (SV)

Educators can take several practical steps to increase the success of inclusion for troubled students and their classmates and teachers. The five basic needs of problem students are discussed, along with strategies for meeting their basic needs and dealing with disruptive classroom behavior. (CC)

The article addresses special costs of strategies involved in maintaining students with behavior disorders in least restrictive environments including regular classrooms. Considered are factors influencing teacher choice of interventions, assumptions about classroom management, the role of the teacher, and intervention strategies and their…

Conjoint behavioral consultation (CBC) is an indirect form of service delivery in which parents and teachers collaborate to meet the academic, social, and behavioral needs of children. The purpose of this study was to evaluate CBC as a method of providing behavioral support for two students with emotional and behavioral difficulties (EBD) in…

The first of a two volume series designed for teachers of students with emotional disabilities, this guide provides information on practical classroom techniques. The following topics are examined through article reprints, checklists, and discussion overviews (sample subtopics in parentheses): behavior management (management plans, intervention…

Increased demand for accountability in the public schools has led to an increase in the number of testing situations for all students, including students with disabilities. The purpose of this project was to develop and validate an interactive hypermedia (IH) program to teach a test-taking strategy to secondary-level students with disabilities.…

Determining the most appropriate intervention to address student problem behavior may be a difficult dilemma encountered by school psychologists during consultation activities with special education teachers. IDEA (1997) promotes the least restrictive environment and the least intrusive interventions that can be effective. The intrusiveness of…

This guide describes eight skills every teacher should learn that were derived from a study of 252 schools in 50 states, American territories and protectorates, and 14 foreign countries over a 16-year period (1980-1996). Interviews were conducted with 769 teachers, 253 administrators, and 23 other school personnel. The skills include: (1) the…