A Handbook of Evidence-Based Practices for Inclusion of Students with Emotional and Behavioral Disorders

Date of Award

Fall 12-18-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner and Shirley Johnson


emotional behavioral disorder, general education, inclusion


Students with emotional behavioral disorders (EBD) have varying challenges within a school setting, including difficulties with behavior, emotions and social concerns.. According to Ryan (2008), “Students with emotional behavioral disorders (EBD) struggle in school, perhaps more so than any other group of students” (p. 1). Along with challenges regarding behavior and emotions, students with EBD may also experience academic struggles. Often, these students are 1.2-2 grade levels behind their peers in the primary grades (Ryan, 2008).

Although services specific to their disability are often provided to students with EBD outside the general education setting, many students spend the majority of their time in a general education setting. Since areas of difficulty for students with EBD span the academic, social and emotional/behavioral spectrum, classroom teachers need to be equipped with a variety of resources in order to understand the overarching characteristics of the disability and how they differ for each student.

When this understanding is in place teachers can then support students by providing various interventions that address their individual needs (Cook, 2017). The interventions may target needs such as inappropriate behaviors displayed by the student, academic concerns that may be linked to the behaviors, and social concerns between the student and their peers. If the intervention is used with fidelity, it can help the student succeed with academic, social or emotional/behavioral needs.

For this project, a handbook was created to provide specific evidence-based interventions for general education staff. A description was provided for each intervention, steps for implementing the intervention in the classroom were included, and forms available for use when working with students with EBD.

Abstract only: No full text available.