Results from state and national surveys suggest that behaviors such as cursing at others, verbal threats, and intimidation are among the most prevalent forms of aggression on school campuses. A behavior that attacks a person's self-concept to cause psychological harm, Verbal Aggression (VA) leads to many undesirable outcomes for both the victim and aggressor. Many students with emotional and behavioral disorders (EBD) display both verbal and physically aggressive behaviors, yet little is known about VA in populations of students with EBD. The purpose of this study was to examine the incidence, prevalence, teacher attitudes and beliefs, effects, strategies, and interventions for VA in EBD populations through online survey research of teachers who work with these students. The "Verbal Aggression Survey-Teacher" (VAS-T) was developed and validated through expert review, cognitive interviews, and pilot testing. I conducted a purposive non-random sample of 397 teachers in five districts across central Florida with 279 (70%) respondents. Analysis of the data suggests the prevalence of VA among students with EBD is substantial. Given the high rate of VA among students with EBD and the undesirable outcomes associated with its use, the development of empirically validated curriculums and interventions focusing directly on VA should be explored. More research is also needed to identify teacher directed contingencies used to reduce VA and/or promote pro-social alternatives and to identify the role and influence of bystanders during acts of VA, strategies they employ, and the effectiveness of those strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]