The Good Behavior Game (GBG) uses an interdependent group contingency to improve classroom behavior. Despite the wealth of research on the effectiveness of the GBG, some teachers may have concerns about their students' abilities to work in teams, particularly if they have a history of poor social skills. We used an alternating treatments design to…

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and…

Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. In addition, students with emotional-behavioral disorders (EBD) can have some of the most challenging behavioral and academic needs to address. The purpose of this study was to identify the effects…

In this study researchers examined a teacher's use of simultaneous prompting (SP) procedure in a fourth-grade special education classroom setting. Using an ABAB single subject design, the effects of a SP procedure on an increased rate of delivering questions with a small group of students identified with emotional behavior disorders were examined.…

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete--representational--abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a…

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation…

Counselling services are an integral part of a school's pastoral response to children and adolescents experiencing mental health or behavioural challenges. Professional practice documents published within Australia, the United Kingdom and the United States of America uniformly articulate the capacity of the counsellor to intervene when presented…

Self-determination is vital to the successful transition of youths with disabilities into adult life; however, this ability does not emerge without these skills being fostered during the early years of childhood. On the basis of the survey proposed by Palmer and Summers (Early Intervention & Early Childhood Special Education Goal 2: U. S.…

Students with emotional disturbance (ED) show consistently low rates of academic success and high rates of drop out and incarceration. These students require multiple levels of support to address the barriers to education presented by their mental health and social-emotional needs. Former California policy, AB-3632, mandated interagency…

Students who have been found eligible for special education services based on an emotional disturbance can have difficulties fostering relationships with their peers and experiencing feelings of connectedness to their school. One way to increase feelings of school connectedness is through a social-emotional learning curriculum, such as Positive…

Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the…

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use…

Educational researchers conduct studies to gather critical empirical evidence in the determination of what are "evidence-based" curricular programs, which in turn, directly inform adoption efforts. The predominate method of validating these programs is through the use of group experimental designs, although single-case designs have also…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices,…