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Educators who work with students with emotional and behavioral disorders may seek instructional strategies that are effective yet practical in the classroom. These strategies need a research base to support them and minimal time and/or effort to prepare or implement. One research-based option for educators across a variety of contexts is implementation of choice-making opportunities. This article offers suggestions for educators who may be hesitant to implement choice-making opportunities with students with challenging behaviors in instructional contexts.

Functional behavior assessment (FBA) is the process of collecting data to determine the function of an individual's behavior to develop a functionally-indicated behavioral intervention (BIP). Special adaptations may be needed to conduct FBA and implement BIPs in alternative educational settings. In this article, we highlight suggestions for adaptation centered around data, systems, and practices. [ABSTRACT FROM AUTHOR]

The article discusses the benefits of incorporating student self-graphing into various academic and behavioral tasks to enhance the effects of an intervention and heighten student motivation. It offers examples to demonstrate how student self-graphing might be observed in a school setting. A list of considerations and tips to ensure successful execution of the processes is also provided.

An introduction is presented in which the editor discusses various reports within the issue on topics including the concept of consequent probability, use of research-based games to configure classrooms for maximum academic performance, and instructional strategies in science.

The article discusses how issues of effectiveness and efficiency are considered most logically in the field of education, particularly for students with emotional and behavioral disorders (E/BD). It focuses on the variables that can provide the best probability for student success, namely, teacher variables, instructional variables, and management variables. It presents such outcomes as self-esteem, freedom and critical thinking.

The article provides an update on the Circuit Court Case Jefferson County School District R-1 v. Elizabeth E. including the history of the case, a summary of facts and an analysis on the reasoning behind the Court's decision. Topics discussed an evaluation of Elizabeth who was then found eligible for special education as a student with serious emotional and related services and conclusion that the district failed to provide free appropriate public education (FAPE).