In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.
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