The third in a series, this collection of previously published monographs examines the challenges of preparing teachers to work with students who have emotional and behavioral disorders (EBD). Monographs include: (1) "Issues in Training Teachers for the Seriously Emotionally Disturbed" (Frank H. Wood), which discusses preparing regular and special educators to meet the needs of students with EBD; (2) "Knowledge/Skills Needed by Teachers Who Work with Students with Severe Emotional/Behavioral Disorders: A Revisitation" (Lyndal M. Bullock, Lori L. Ellis, and Michael J. Wilson), which presents the results of a study that examined knowledge/skills statements used in teacher preparation programs for teachers of students with EBD; (3) "Supervision of Teachers of Students with Behavioral Problems in the School Setting: Special Considerations" (Louellen N. Essex), which discusses problem areas and outlines supervisory strategies to manage each; (4) "Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980-1993" (Glen Dunlap and Karen E. Childs); (5) "Full Inclusion and the Education of Children and Youth with Emotional and Behavioral Disorders" (Timothy J. Lewis, David Chard, and Terrance M. Scott); (6) "Implementing Comprehensive Classroom-Based Programs for Students with Emotional and Behavioral Problems" (Andrew L. Reitz); and (7) "The Characteristics and Needs of Inner City Pupils: Implications for Teachers of the Behaviorally Disordered" (Mary Lynn Cantrell). (Monographs contain references.) (CR)