Abstract
Students are often placed in alternative education schools or settings (AES) for behavioral issues that cannot be effectively supported in a general education setting. A large portion of students educated in AES have a diagnosed emotional and behavioral disorder (EBD). An AES teacher is required to provide students with the most effective behavior intervention while taking into consideration the specific behavioral needs of the students with EBD. The purpose of this article is to provide teachers with steps for creating a highly structured classroom environment. Strategies that can be implemented to improve the behavioral outcomes of students with EBD are discussed.
Published Version
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