Citation

Cook BG, Landrum TJ, Tankersley M, Kauffman JM. Educ. Treat. Child. 2003; 26(4): 345-361.

Copyright

(Copyright © 2003, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The gap between research and practice has become an increasingly problematic and prominent obstacle to optimizing student outcomes. Perhaps nowhere in education is this problem more significant than in regard to students with emotional or behavioral disorders (EBD). Due to their difficult-to-teach characteristics and the poor outcomes they typically experience, students with EBD are in critical need of instructional techniques that have been shown by research to work. In this paper we (a) examine the role of implementing effective practices in making special education "special" for students with EBD, and (b) discuss barriers and potential solutions for translating research into practice.

Language: en