TY  - CHAP
AB  - Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem behaviors were under control. However, within the past decade, we have seen an increase in studies investigating and documenting the academic characteristics of students with EBD and instructional practices that improve the academics of this population. This chapter discusses the general academic characteristics of students with EBD, how teachers can address the academic needs of students with EBD through specific instructional techniques (e.g., Direct Instruction, Strategy Instruction), and future directions and implications for practice.
VL  - 23
SN  - 978-1-78052-507-5, 978-1-78052-506-8/0270-4013
DO  - 10.1108/S0270-4013(2012)0000023005
UR  - https://doi.org/10.1108/S0270-4013(2012)0000023005
AU  - Hagaman Jessica L.
ED  - Jeffrey P. Bakken
ED  - Festus E. Obiakor
ED  - Anthony F. Rotatori
PY  - 2012
Y1  - 2012/01/01
TI  - Chapter 2 Academic Instruction and Students with Emotional and Behavioral Disorders
T2  - Behavioral Disorders: Practice Concerns and Students with EBD
T3  - Advances in Special Education
PB  - Emerald Group Publishing Limited
SP  - 23
EP  - 41
Y2  - 2024/09/22
ER  -