Abstract
One goal of prevention research in the field of Emotional and Behavioral Disorders (EBD) is to improve social and academic outcomes for students with the highest risk behavioral profiles before they are identified for special education programming. Teaching students with EBD alongside typically functioning peers can minimize stigmatization, facilitate monitoring and social skill reinforcement, and maximize generalization throughout the school day. Using a theoretically based, randomized, controlled prevention trial approach, we are studying the effects of a universal cognitive-behavioral intervention designed to help students develop positive solutions to social problems in anger-provoking situations. Our research, however, requires a blend of requisite social science with practical considerations. In this research brief, we describe our work, the challenges we encounter as researchers in collaborative environments, and some thoughts about directions for future study.
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