How High School Special Education Teachers Implement Interventions to Address Student Behavioral Challenges

Abstract

Developing and implementing best practices for secondary students with disabilities is a necessity mandated by federal law (Individuals with Disabilities Act-IDEA, 2004). This is especially true for adolescents with emotional behavioral disabilities (EBD) or behavioral concerns whose general outcomes are less than desirable. Understanding what high school teachers and school personnel utilize with these students is imperative so that best practices can be identified, supported, and implemented.