Students with Emotional and Behavioral Disabilities (EBD) in the United States are characterized by behavioral deficits that impact their academic performance and social relationships. Students with EBD have lower academic performance in reading and math, more failed courses, higher rates of grade retention, and fewer than fifty percent graduate from high school (Kauffman, 2001; U.S Department of Education, 2001). One of the greatest predictors of behavioral issues in children is academic failure (Maguin & Loeber, 1996). Although information on evidenced based academic interventions for students with EBD is scarce (Coleman & Vaughn, 2000; Griffith, Trout, Hagaman, & Harper, 2009), studies have documented the success of self-management techniques to support the behavioral change in students with EBD (Martella, Nelsen, & Marchuand-Martella, 1999; Mooney, Ryan, Uhing, Reid, & Epstein, 2005) and Self-Regulation Strategy Development (SRSD) significantly improves how students with severe reading comprehension problems understand what they have read (Harris & Graham, 1999). This study analyzes the effects of the reading intervention, "T"hinking Before Reading, Thinking "W"hile Reading, Thinking "A"fter Reading (TWA). TWA is an instructional tool that combines both self-management and self-regulation techniques to improve comprehension and written summarizations of expository text for secondary students with EBD. Initial results demonstrate the effectiveness of the TWA intervention with good validity and reliability. [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.]