This article expresses our concern regarding the paucity of research investigating academic instruction of students with emotional and behavioral disorders (E/BD). We discuss issues of measurement as related to academic performance and conclude that the rate of academic responses provides the most desirable measure for research as well as in clinical application. Implications for specific research needed to address academic performance are discussed. Recommendations are provided based on research investigations of classroom interactions between teachers and their students with E/BD as well as other learning difficulties.
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