BEHAVIORAL DISORDERS

Quantitative Synthesis of Research Evidence: Multilevel Meta-Analysis

Bridging the Research-to-Practice Gap Through Effective Professional Development for Teachers Working With Students With Emotional and Behavioral Disorders

Federal Policy on Improving Outcomes for Students With Emotional and Behavioral Disorders: Past, Present, and Future

Profiles of Language and Behavior in Students With Emotional Disturbance

Implementation of Promising Practices that Support Students With Emotional and Behavioral Disorders

Students With Emotional–Behavioral Disorders as Cross-Age Tutors: A Synthesis of the Literature

Effects of PECS on the Emergence of Vocal Mands and the Reduction of Aggressive Behavior Across Settings for a Child With Autism

A Comparison Between SRSS-IE and BASC-2 BESS Scores at the Middle School Level

Factors That Enhance the Quality of Relationships Between Mentors and Mentees During Check & Connect

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance

When Prevention is Not Enough: Students’ Perception of Bullying and School-Wide Positive Behavior Interventions and Supports

Improving Persuasive Science Writing for Secondary Students With Emotional and Behavioral Disorders Educated in Residential Treatment Facilities

Development and Validation of a Parent Version of the Social, Academic, and Emotional Behavior Risk Screener in an Elementary Sample

The Peacock Hill Working Group “Problems and Promises” Three Decades Later: Introduction to the Creek Bend Consortium Special Issue

A Cross-Comparison Study of Reentry Intervention and Support for Engagement: Findings on Youth With Disabilities:

The Effectiveness of Behavior-Focused Alternative Middle Schools for Students With Disabilities

The Effect of School-Wide Positive Behavior Interventions and Supports on Disciplinary Exclusions: A Conceptual Replication

Endrew F. v. Douglas County School District (2017): Implications for Educating Students With Emotional and Behavioral Disorders

Using an Embedded Mixed Methods Design to Assess and Improve Intervention Acceptability of an Equity-Focused Intervention: A Methodological Demonstration:

Professional Development on Data-Based Individualization: A Mixed Research Study:

Stakeholders’ Perspectives of Reentry to School and Community for Young Offenders With Disabilities: An Ecological Approach:

Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students With Externalizing Behavior Problems

Gender Differences in Risk and Protective Factors Among Youth With EBD: Findings From the NLTS2

Cover-Copy-Compare for Multiplication With Students With Emotional and Behavioral Disorders: A Brief Report