NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ838038
Record Type: Journal
Publication Date: 2009
Pages: 7
Abstractor: As Provided
Reference Count: 25
ISSN: ISSN-1045-988X
Strategies for Success: Evidence-Based Instructional Practices for Students with Emotional and Behavioral Disorders
Niesyn, Mary E.
Preventing School Failure, v53 n4 p227-233 Sum 2009
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 either not yet begun or is delayed for developmental considerations. Only 17% of children with EBD are identified by 9 years of age (M. Conroy & C. Davis, 2000). Thus, many primary grade (i.e., K-3) teachers work with EBD students whose needs exceed those of the typical student. Traditional teacher education training focuses on preparing teachers to work with groups of students across content domains with less attention given to individual differences or special needs. This article presents research on evidenced-based instructional practices and behavioral and student self-management strategies that teachers of Grades K-3 can use when working with students with EBD.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A