The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b)…

While the Common Core State Standards and state learning standards guide teachers in what mathematical content knowledge should be addressed as well as the processes and proficiencies necessary for developing mathematical competence, several student- and teacher-related factors may hinder student access to the general education curriculum for…

African American students are disproportionally represented in educational programs for students meeting eligibility criteria for emotional disturbance. Although special education services are designed to improve student outcomes, the provision of services may result in social stigma, removal from the general education setting, and inadequate…

Students with emotional disturbances present with behavioral and academic deficits that often limit their participation in general education settings. As an antecedent intervention, academic choice provides multiple choices surrounding academic work promoting academic and behavioral gains. The authors examined the effects of assignment choice with…

This article describes the Emotional and Behavioral Screener, a brief universal screening procedure designed to help identify students whose emotional and behavioral functioning puts them at risk for future serious problems, including identification in the emotional disturbance category. Development of the screener drew on items and normative…

Processing speed plays an important role in numerous facets of life functioning. Language, academic achievement, and behavior are all associated with processing speed; however, researchers have yet to investigate the effect of interventions, particularly language-based interventions, on the processing speed and the behavioral functioning of…

The author presents a strategy for helping students with emotional and behavioral disorders become more proficient at solving math word problems. Math word problems require students to go beyond simple computation in mathematics (e.g., adding, subtracting, multiplying, and dividing) and use higher level reasoning that includes recognizing relevant…

Achieving positive postschool outcomes continues to be a challenge for many students. These challenges are compounded for students with disabilities, even years after the Individuals With Disabilities Education Act (1990; IDEA) required systematic transition planning. In this era of accountability through high-stakes testing, schools and families…

This study focused on approaches to curriculum, as well as school, principal, and student characteristics in secondary day treatment and residential psychiatric schools. A national random sample of 148 principals responded to a survey. No statistically significant differences existed between respondent and nonrespondent schools with regard to…

Despite the large number of children that the Surgeon General of the United States estimated to be suffering from a mental disorder (Office of the Surgeon General, 2000), the majority of childhood disorders are undiagnosed and untreated. The negative effect of childhood disorders on a child's academic, social, and psychological development can be…

Students with an emotional and behavioral disorder (EBD) often present complex challenges for schools, families, and society. Researchers have indicated that these problems are prevalent across the life span. This article addresses (a) the educational implications of the research-to-practice gap for students identified as having an EBD, (b)…

The authors have witnessed major changes in the preparation of special education personnel. Recent legislation, including the No Child Left Behind Act (2001) and the Individuals with Disabilities Education Improvement Act (2004), has moved the concept of highly qualified teacher (HQT) to the national forefront. It seems reasonable that preservice…

The number of students with special needs, including those with emotional and behavioral disorder (EBD) who are being served in the early elementary classroom, is increasing rapidly. The actual number of students with EBD in Grades K-3 is frequently underreported, as the formal process of identifying students for special education services has…

The author examined whether independent or peer revision produced a greater number of meaningful revisions between drafts. The study was a single-participant, alternating treatment design. The sample comprised 8 students in a predominately low-SES urban school in the United States. Students of mixed gender and background were in a self-contained,…

On a routine basis, educators collect data on their students' academic and social performance to make informed decisions regarding curricular and social instruction. The authors conducted a case study for a student with emotional and behavioral disorders. The student's teacher provided oral and visual feedback during reading instruction. Data…