Abstract
Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present study investigated disparities in the practices used to support the academic and social achievement of students with and at risk for developing EBD across settings. Results indicated that teachers in self-contained settings were able to provide a greater amount of instruction in small-group settings. However, there were no differences found in the use of effective instructional strategies or practices. Findings are discussed within the context of the academic and behavioral needs of students within the sample.
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