Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner, Mattison, Nelson, & Ralston, 2009; Sreckovic, Common, Knowles & Lane, 2014), with revising of text being particularly problematic. Unfortunately there are few empirically based interventions to improve revising ability for students with EBD. To address these struggles, we created a mnemonic-based intervention (CCARD) to help improve sentence level revising. We used the intervention to help a sixth grade student with EBD and writing difficulties perform basic revising acts such as combining, changing, adding, rearranging, and deleting words to improve the overall quality of his compositions. After instruction, the type and quantity of revisions the participant attempted changed. Furthermore, the revisions attempted improved the quality of revised compositions. Finally, the participant improved his ability to combine sentences. Implications of the intervention on the writing instruction of children with EBD and writing disabilities are discussed.