Students with emotional and behavioral disorders (EBD) present some of the greatest challenges faced by educators, and experience some of the most problematic outcomes. To increase the likelihood that students with EBD will be successful in school and in life, practitioners should implement effective interventions. Trustworthy research is the…

Students with emotional and behavioral disorders (EBD) often struggle with behavior and can display academically challenging behavior in the classroom. Therefore, teachers should consider implementing evidence-based strategies that promote desirable behavioral and academic outcomes. This article focuses on how general and special educators can use…

Educational researchers conduct studies to gather critical empirical evidence in the determination of what are "evidence-based" curricular programs, which in turn, directly inform adoption efforts. The predominate method of validating these programs is through the use of group experimental designs, although single-case designs have also…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices,…

PANDAS is characterized by rapid onset of Obsessive Compulsive Disorder and/or tics following streptococcal infection in a previously healthy child. PANDAS is frequently misdiagnosed and misunderstood, which affects family quality of life (FQOL). A qualitative phenomenological design was used to examine FQOL in six families with a child with…

Dr. Sharon Maroney's career has focused on children and youth with significant behavior and emotional challenges. Her career has spanned experiences from sibling, special education teacher, and university professor. She has had the good fortune to study with some the most well-known names in the field. Dr. Maroney shared her reflections with…

The aim of this research project was to examine how wraparound supports are represented in the Australian national and NSW state policies and schools and to identify best practices and models of wraparound support. The grey literature from seven sectors, i.e., youth justice, out of home care, disability, mental health, drug and alcohol,…

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement…

This paper presents data from a Forest School project aimed at impacting upon children and young people's emotional wellbeing. It uses a theory of change methodology to evaluate impact and explore the causal processes within the project. Mixed methods data are presented and analysed in relation to how different parts of the Forest School approach,…

In this practice brief, we explore feedback from a group of eighth and ninth grade students, families, and educators on what has been challenging, what has been missing, and what is needed during the transition from middle to high school for students with emotional and behavioral disorders. We also discuss the process for gathering stakeholder…

There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and…

During the COVID-19 lockdown of spring 2020, Dutch children were being homeschooled. We examined how parents' (n = 470) perceptions of secondary school students' (M[subscript age] = 14.23 years) need satisfaction, academic motivation and well-being differed before the lockdown (assessed retrospectively) and during the lockdown. Furthermore, we…

Assessing treatment integrity is essential to understanding how well school-based interventions are delivered. The assessment of treatment integrity is especially challenging for interventions that provide one-on-one peer support over the phone. To address this gap, we explored treatment integrity approaches used for the "Parent…

Positive reinforcement is a research-based practice essential for supporting young children's use of appropriate behaviors and skills. The application of positive reinforcement also is consistent with recommendations by national organizations for early childhood and early childhood special education. In this article, we describe eight guidelines…