Single-case experimental designs (SCEDs) are frequently used to evaluate whether a functional relation exists between interventions and student outcomes. A critical factor in decision making is the evaluation of graphical data, typically displayed in time-series graphs. Distortion in the graphical display of data can lead to invalid decisions on…

Increasingly, mixed methods research (MMR) is used in special education, although the extent to which MMR is used in intervention research in the field of emotional/behavioral disorders (EBD) remains unknown. The purpose of this article is to examine the use of MMR in EBD intervention research to describe its application within the field. We…

Due to ongoing and severe teacher shortages, preparing and sustaining a skilled special education teacher (SET) workforce is a top policy priority. Understanding predictors of SETs' intent to leave is crucial for policy makers and school leaders alike, as they seek to develop interventions to support retention efforts. In this study, we examined…

Limited emotional and behavioral disorders (EBD)-focused intervention mixed methods research (MMR) has been published, particularly in top-tier EBD journals (i.e., "Behavior Disorders" and "Journal of Emotional and Behavioral Disorders"). The lack of published MMR creates what could be perceived as a Catch-22 situation wherein…

Interdisciplinary collaboration is critical to address the multiple and varied needs of students with social/emotional and behavioral (SEB) challenges. Yet little is known about the nature of collaboration between two specialist groups who commonly support them: behavior analysts and mental health specialists. Considering expectations for…

The Individuals with Disabilities Education Act allows states some autonomy in altering the disability category terminology and definitions, given that the changes do not exclude students eligible under the federal language. Several states have used this flexibility for the emotional disturbance category historically. This study provides a…

Single-case designs substantiate the effectiveness of interventions for people with disabilities and other populations through the repeated measurement of behavior over time. Consequently, employing accurate and reliable systems of measurement is critical to the validity of single-case designs. Much of the data in single-case research are…

Education researchers, policy makers, and practitioners have emphasized the role that social-emotional learning and self-regulation play in children's adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest-posttest cluster-randomized efficacy trial of the…

A large body of research has reported a positive relation between participation in extracurricular activities (ECA) and improved academic performance, social competence, and school engagement. This study explored the relation between ECA, social competence, and school engagement for students with and at risk of emotional and behavioral disorders…

An alternating treatments design was used to evaluate and compare the effects of two interdependent group contingencies on the academic performance, on-task behavior, and disruptive behavior of eighth-grade students in a social studies class. All students were enrolled in a self-contained alternative school for students with behavior problems.…

In this descriptive study, we analyzed survey data regarding communication, instruction, and assessment strategies school personnel in K-12 settings reported using during the COVID-19 pandemic for students with emotional and behavioral disorders (EBD). Results indicate, whether instructional continuity was mandated or not, support personnel…

Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design.…

The use of singular methodologies has dominated emotional and behavioral disorder (EBD) intervention research, and by extension, the field has not deployed mixed-methods research (MMR). The purpose of this article is to provide an overview of MMR and demonstrate its utility for conducting EBD intervention research. The basic tenants and design…

Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning,…

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…