Uses a practitioner-friendly writing style that places emotional and behavioral disorders within the context of education instead of psychology.

Concentrates on research-based methods for educating students with emotional and behavioral disorders including techniques for managing student behavior, teaching students with behavioral disorders and developing students' individualized education plans.

Offers useful advice for teachers regarding important topics such as assessment, law, applied behavior analysis, positive behavioral support, cognitive behavioral interventions, and social skills training.

Includes a section on academic interventions for students with EBD thatreviews the principles of effective instruction, examines the research on teaching reading, writing, mathematics and study skills and emphasizes the importance of planning instruction and collecting data to monitor student progress.

Tackles all aspects of IEP development from maintaining student records to avoiding liability to developing educationally meaningful and legally sound IEPs.

Chapter 8 includes more information on individualized transition plans for older students and addresses an important requirement of IEPs for students age 14 and above.

Chapter 8 provides a simple and effective method for converting goals into short-term objectives and shows how to easily align with state-specific IEP requirements.

Chapters 5, 6, 7, 11, & 14 include easy-to-use data collection and interpretation methods which show teachers how to collect and use data to monitor student progress and make instructional decisions.

Includes new material such as:

• Information on the use of student accommodations in state-wide testing—Chapter 3.
• Procedures to increase meaningful school-family collaboration—Chapter 8
• Techniques to promote positive student behavior in nonclassroom settings (e.g.hallway, bus, and         lunchroom)—Chapters 9 & 10
• Information on the most frequently used psychoactive medications—Appendix A