Students with emotional and behavioral disorders (EBD) struggle in school, perhaps more so than any other group of students. Whereas it is commonly recognized that these children and adolescents have severe social skills deficits, which impede development of meaningful relationships with peers and teachers, it is also true that students with EBD…

This article describes a sixteen-week, read-aloud intervention conducted using culturally and experientially-relevant literature with six urban middle school youth with emotional and behavioral disorders (EBD), to facilitate prosocial skill development through opportunities for personal reflection and sharing through journaling and group…

Teaching mathematics to students with emotional and behavioral disorders (EBD) is one of the most challenging tasks educators face today. Students with EBD are reported to have the most dismal outcomes of any other group of students with disabilities including the lowest grades, the most failing grades, higher retention rates, the highest dropout…

Described in this article are outcomes, procedures, and suggestions for incorporating a dog into a classroom for students with emotional or behavioral disorders. First, the outcomes for the inclusion of a dog are presented and are reported from an empirical study conducted by the author. Next, details are provided on how teachers would initially…

Teacher preparation programs provide preservice teachers with evidence-based teaching strategies, skills of behavior management, and various field experiences. The greatest learning however, is acquired the very first year of instruction in the teacher's own classroom. Teaching students with emotional and/or behavioral disorders (EBD) may prove to…

The numbers tell a grim story: By the time students with behavioral or emotional problems get to high school, they may be so alienated from adults or disruptive to their classmates that they simply drop out. According to a 2006 report from the U.S. Department of Education, the high school graduation rate for students identified as emotionally…

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these…

Students with emotional and behavioral disorders (EBD) struggle in the area of academics as well as behavior, and these academic difficulties manifest a great deal in mathematics. The number of children with EBD served in general education settings is increasing, and mathematics curriculum is expanding to include additional content areas and more…

The use of virtual environments for special needs is as diverse as the field of Special Education itself and the individuals it serves. Individuals with special needs often face challenges with attention, language, spatial abilities, memory, higher reasoning and knowledge acquisition. Research in the use of Virtual Learning Environments (VLE)…

Foremost in an effective curriculum for students with emotional and behavioral disorder (E/BD) is a high level of engaged time--time spent doing meaningful learning activities. Engaged time (time-on-task) is the portion of instructional time that students spend directly involved in learning activities. Walker and Severson (1992) defined the…

The paper describes for elementary and secondary teachers a planned, direct, and systematic way of teaching prosocial behaviors to behaviorally disordered students. The assessment process involves a pre-teaching assessment in which students and specific instructional skills are selected and a post-teaching assessment phase which includes…

The article discusses the value of teaching self-monitoring skills to students with mild behavior disorders and offers specific strategies for teaching them to use the process. Among procedures recommended are to define the behavior explicitly, simplify behavior counting and recording, and practice the process. (CL)

Guidelines are offered regarding use of Teaching Children Self Control, a curriculum combining affective and cognitive tasks. Implementation and organizational approaches are discussed along with suggestions for developing a management system and deciding on mode for presentation (theme or subject teaching). Research on the curriculum's…

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…

The author explains the five-pronged approach to reading and spelling through classifying words into "simple,""fancy,""insane,""tricky," and "scrunched up" categories, and reports average gains of two grade levels in one semester by junior high school students with severe behavioral problems who learned the approach. Examples of the five word…