Students With and At Risk for Emotional and Behavioral Disorders: Meeting Their Social and Academic Needs

Abstract

Given the negative outcomes experienced by students with emotional and behavioral disorders (EBD), it is imperative that these students receive empirically validated interventions to meet their educational needs. This issue is dedicated to providing educators with both the research base and the practical tools for meeting these challenges. Specifically, this issue will offer feasible, effective procedures for conducting social skills interventions that address some of the core limitations in the social skills literature. Furthermore, this issue will address the academic needs of students with EBD by (a) documenting teachers' self-reported professional needs development and use of instructional modifications and (b) providing guidelines for supporting secondary students with EBD as they meet the call for high-stakes testing and transition from school to life.

Keywords:

• instructional modification
• social skills instruction
• transition