The importance of quality of life has been increasingly recognized in the field of special education. To date, however, there are no studies focusing exclusively on students with emotional and behavioral disorders (EBD). This study examined quality of life differences between students with EBD and their nondisabled peers in four domains: (a)…

The purpose of this study was to evaluate the effects of the copy, cover, and compare (CCC) procedure on improving the mathematics and spelling performance of a freshman attending a high school special education class. The participant was a 16-year-old high school student enrolled in special education classes for 3 periods of the school day. Math…

The purpose of this study was to explore the perceptions, identification and treatment of students with behavior problems or disorders in India and the United States. Participants in the study were students and teachers in the United States and India. A qualitative approach included in-depth interviews and participant observations. These were…

The authors' association goes back more than 40 years, when they were both starting doctoral studies in special education for students with emotional and behavioral disorders (EBD) at the University of Kansas. In this article, the authors provide a balanced (albeit biased) account of the good and the bad, including some of the many achievements…

School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…

The issue of ethnic disproportionality in special education has been a focus of much research. The purpose of the present study is to add to the current dialogue regarding the perceived causes of the disproportionate numbers of African-American students in both the mild to moderate intellectual disability and behavioral/emotional disability…

Children, like adults, may have mental health problems, including depression and anxiety. They may also have behavioral conditions, such as conduct disorders; cognitive disorders, such as autism spectrum disorder; or neurological conditions, such as Tourette Syndrome. Children may also be affected by delays in their physical, cognitive, or…

This study investigated the perceptions of 302 building administrators regarding their building level programs serving students with emotional and behavioral disorders (EBD). Comparisons were made between administrators of schools that housed self-contained programs and administrators from schools without self-contained programs on factors…

"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best…

This article describes how technology is providing students with unique challenges the regular, personalized assessments they need which yearly state assessments fail to do. Special education students--whether they have emotional or learning problems, English language deficiencies, or simply bad dispositions--are poorly served by one-size-fits-all…

Current legislation requires school personnel to identify indicators of quality instruction for all students--including students with emotional and behavioral disorders (E/BD). While competency standards provide a measure of highly qualified teachers, questions remain whether or not there are inherent differences in what is expected by teachers…

This article presents results from a survey of faculty members from 2- and 4-year higher education programs in nine states that prepare teachers to work with preschool children. The purpose of the study was to determine how professors address content related to social-emotional development and challenging behaviors, how well prepared they believe…

Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). This increases the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education. This article reviews evidence-based secondary transition practices…

This article addresses the academic challenges faced by an increasing number of students with learning disabilities and emotional-behavioral disorders. These disorders can occur in combination and compound the challenges of learning. The authors outline ways these disorders can interfere with students' in-class performance and result in…

This study produced a second replication of an investigation of the effects of a multicomponent cognitive-behavioral intervention on the challenging behavior of young children with growing behavioral concerns after traumatic brain injury (TBI). The participants were two young elementary-age children with escalating behavior problems after severe…