Citation

Niesyn ME. Prev. Sch. Fail. 2009; 53(4): 227-234.

Copyright

(Copyright © 2009, Informa - Taylor and Francis Group)

DOI

10.3200/PSFL.53.4.227-234

PMID

unavailable

Abstract

The number of students with special needs, including those with emotional and behavioral disorder (EBD) who are being served in the early elementary classroom, is increasing rapidly. The actual number of students with EBD in Grades K-3 is frequently underreported, as the formal process of identifying students for special education services has either not yet begun or is delayed for developmental considerations. Only 17% of children with EBD are identified by 9 years of age (M. Conroy & C. Davis, 2000). Thus, many primary grade (i.e., K-3) teachers work with EBD students whose needs exceed those of the typical student. Traditional teacher education training focuses on preparing teachers to work with groups of students across content domains with less attention given to individual differences or special needs. This article presents research on evidenced-based instructional practices and behavioral and student self-management strategies that teachers of Grades K-3 can use when working with students with EBD.