In the past decade, increased emphasis on academic instruction for students with emotional and behavioral disorders (EBD) has replaced the misguided notion that teachers must focus exclusively or primarily on behavior problems before they can effectively teach students with EBD. Numerous scholars have noted that academic instruction should be the…

The goal of educators is to prepare students to live independent, productive lives. This objective is accomplished by helping students acquire the requisite skills to function independently. Most youths develop an aptitude to make wise behavioral choices by observing the individuals with whom they interact. Unfortunately, students with emotional…

Secondary schools--be they middle schools or high schools--are reading-rich environments. Secondary schools provide contexts in which students must regularly read and write competently to demonstrate their literacy achievement. In any given semester, there are short stories and novels to read, comprehend, and analyze; civics and science texts…

There are many ways to help children with emotional and behavioral disorders (EBD) succeed in school. Behavior intervention plans provide support to help students adjust their actions to fit school norms. Inclusive philosophy and practices continue to break the cycle of restricted and segregated placements, whereas schoolwide intervention models…

Students with emotional and behavioral disorders (EBD) experience difficulty in the educational environment at two levels: behaviorally and academically. Behavioral and academic problems in students with EBD are reciprocal in nature. Behavioral problems may cause a disruption in academic engagement, including a student's attending to instruction,…

A limited body of research on language deficits in children with emotional and behavioral disorders (EBD) exists. However, initial studies have found a direct relationship between language deficits and EBD. Reading, writing, and math deficits have been found to co-occur in children with EBD and language deficits. Additionally, antisocial behaviors…

Academic outcomes for students with emotional and behavioral disorders (EBD) are poor. Unfortunately, insufficient attention is paid in research and textbooks to academic difficulties and students with EBD. The purpose of this special issue is to review research-based strategies and interventions for teaching children and youth with EBD. In the…

Increasing numbers of students with emotional and behavioral disorders (EBD) are completing high school with standard diplomas, and it is imperative that educators explore all of the available postsecondary settings in which these students may be successful. Although college settings may not be the focus of transition efforts for many students…

Students with emotional or behavioral disorders (EBD) often present behavioral issues during academic activities. Reading is one academically challenging activity during which students with EBD often act out to avoid teacher demands. Students with EBD have variable results in reading achievement stemming from many different behavioral and learning…

Teachers of students with emotional and behavioral disorders (EBD) understand conceptually, emotionally, and legally the importance of using research-based procedures as well as positive behavioral supports. One way to provide positive behavioral support for students with EBD is constant time delay (CTD). CTD is an instructional delivery procedure…

In the field of special education, educators and researchers are continually searching for effective methods that might improve the academic or behavioral performance of students that are at risk or are identified with special needs. The need for effective methods is particularly salient with regard to those students identified with or at risk for…

In today's classrooms, it is becoming increasingly difficult to distinguish the special education students from the regular education students. With the accountability imposed by the No Child Left Behind Act and the increased expectancy for inclusion of all students in the regular school population, teachers are finding themselves in classrooms of…

This article presents a scenario which is a classic example of a student becoming frustrated because her needs are not being met. Unequipped to advocate for herself in a socially acceptable manner, Marcy, a 12-year-old, sixth-grade student diagnosed with an emotional and behavioral disorder (EBD), used the most effective strategy in her…

Schools have been given the challenge to become better partners with not only families of children with emotional behavioral disorders but also with local community organizations that serve children, youth, and families. These partnerships are a necessity because current school and stand-alone community programs fall short of meeting the mental…