Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…

This study examined intelligence and academic characteristics of 30 elementary aged boys with pure hyperactivity and 41 boys with hyperactivity mixed with additional conduct or oppositional defiant disorders. Findings suggest a great deal of heterogeneity on all measures along with some decrement in academic performance when conduct or…

The article reviews research on the academic status of behaviorally disordered adolescents and identifies research needs in the areas of sampling techniques, selection of dependent measures including curriculum-based assessment, assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables…

This study investigated the relative influence on test anxiety of academic self-concept, cognitive interference (experience of task irrelevant thoughts), academic achievement, and study skills, with 82 adolescents with learning disabilities and behavior disorders. Results showed a positive relationship between test anxiety and cognitive…

Results from 13 studies on tutorial programs for social acceptance and academic achievement showed significant gains when involving educable mentally retarded, learning disabled, and behaviorally disordered elementary students as tutors. The studies involved cross-age and peer tutoring roles in both resource tutoring and total class tutoring…

Research supports the notion that substitute teachers generally are ineffective. This study examines whether trained substitutes can be as effective as assigned teachers in teaching students with behavior disorders. Findings showed that substitutes with intensive inservice training in behavior management were equally effective for one-day…

Measures of survival skills, locus of control, study skills, achievement test scores, and grade point average for 86 students (ages 11-15) with behavioral disorders were analyzed to identify the correlates and predictors of their academic achievement. Overall, student achievement test performance was correlated with organizational skills and an…

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…