The yearly conference and subsequent publications have helped to increase our knowledge of children with emotional and behavioral disorders
and improve the services and supports available to them.
In this handbook for special and general educators, school psychologists, mental health professionals, and researchers and graduate students, Walker and Gresham compile 32 chapters that explain how to support K-12 students with emotional and behavioral disorders
and improve their academic performance, peer and teacher relationships, and success at school.
Helping students with emotional and behavioral disorders
return to school to earn a high school diploma is therefore a critical necessity.
The authors describe the outcomes of a pilot project that provided frequent monitoring and performance feedback to nine classroom teachers on their use of specific classroom management strategies with students with emotional and behavioral disorders
One group likely to be negatively impacted by the shortage of qualified special education teachers are those students with emotional and behavioral disorders
In this overview of current knowledge on emotional and behavioral disorders
in the school setting 70 authors present best practices for identifying, assessing, and intervening in EBD, with an emphasis on interdisciplinary collaboration.
Social and academic profiles of externalizing and internalizing groups: Risk factors for emotional and behavioral disorders
In our current research on placement, we have interviewed teachers, administrators, and mental health personnel who provide special programs for students with emotional and behavioral disorders
This introductory text for pre-service general and special education teachers describes characteristics, causes, assessments, and interventions for emotional and behavioral disorders
in children and adolescents, drawing on real-world case examples and practical, classroom-based approaches.
This monograph series has been devoted over the years to providing in-depth information on the education and treatment of students with emotional and behavioral disorders
Children with language deficits face an increased likelihood of negative long-term outcomes including depressed academic achievement, grade retention, reading disabilities, and emotional and behavioral disorders
(Beitchman, Cantwell, Forness, Kavale, & Kauffman, 1998; Benner, Nelson, & Epstein, 2002; Catts, 1993).