This study evaluated the effects of a function-based self-advocacy (FBSA) intervention, which provided systematic and explicit instruction to three students with or at risk for emotional and behavioral disorders on how to self-advocate their needs in regard to behavioral support based on the function of their behavior. We used a single-case,…

Students with emotional and behavioral disorders (EBD) generally have behavior support plans that are based on a functional behavioral assessment. This article provides educators practical guidelines for conducting a "multiple stimulus without replacement" (MSWO) preference assessment to rank order preferred activities that will align…

Elementary general music teachers encounter challenging behaviors in the music classroom when teaching students with emotional/behavioral disorders (EBD), which require prevention and response. In this article, I reviewed literature on pedagogical strategies and interventions for students with EBD in the elementary general music classroom. The…

With the current provincial government intent on making changes to education in Manitoba, teachers need to know how this will affect their classrooms. It is today's reality that programs directed at managing student behaviour are being closed. Without these programs, classroom teachers will need to use several strategies to support a greater range…

Special education teachers are tasked with ensuring the implementation of a free appropriate public education, which might also include supporting students who demonstrate severe problem behavior (SPB). Often, students with emotional and behavioral disorders are likely to engage in SPB in various forms such as physical aggression and property…

The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special education assignment might be prevented if appropriate support is provided in general education. In this study, research on programs that could reduce…

Disruptive behavior disorders in childhood are increasingly pervasive and associated with numerous, negative long-term outcomes. The current study examined whether adding a brief, home-visitation intervention to an existing, multi-component (child and teacher) intervention, would improve social-emotional and behavioral outcomes for young children…

Check-in/check-out (CICO) is an evidence-based practice for addressing the behavioral needs of students with and without disabilities from kindergarten through the 12th grade. The CICO intervention is easily adapted to address other areas of need, beyond behavior, including academics and social integration, making CICO appealing for all school…

Progressive delay training (PDT) has been used to promote self-controlled choices (i.e., selecting a larger, later reward over a smaller, immediate reward) for people with a variety of developmental characteristics. However, the efficacy of PDT has not been evaluated in children with emotional and behavioral disorders (EBD), who often have…

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

The present study examined the effects of a streamlined and virtual version of conjoint behavioral consultation (CBC) as implemented by trained school professionals (e.g., school psychologists, special education teachers). The effectiveness of CBC was examined using a multiple baseline across participants design among three students with or at…

Self-monitoring interventions can be effective components in the specially designed instruction programs of students with emotional and behavioral disorders. This article provides a self-monitoring definition, rationale for use, and summary of research supporting use of the empirically supported intervention. It also includes a description of how…

This research examined the experiences and self-efficacy of general education beginning teachers within their first three years leading in the classroom. Supported by the work of Bandura (1977, 1997) on teacher self-efficacy and Noddings (2013) on the ethic of care, this qualitative case study implemented semi-structured interviews to gather data…

Youth with or at-risk for emotional and behavioral disorders (EBD) within residential treatment facilities have a variety of needs (e.g., academic, behavioral, social-emotional). A concerted effort is required to address these areas of need so that youth can develop their skills to be successful within their present and future settings. In chapter…

Social stories are effective interventions that can be used to manage negative behaviors and develop social skills. However, contradictory results are suggested within the research because of variability in designing social stories, intervention phases, target behaviors, and treatment protocol. Social story interventions may reduce negative…