Bringing Evidence-Based Self-Directed Intervention Practices to the Trenches for Students With Emotional and Behavioral Disorders

Students with an emotional and behavioral disorder (EBD) often present complex challenges for schools, families, and society. Researchers have indicated that these problems are prevalent across the life span. This article addresses (a) the educational implications of the research-to-practice gap for students identified as having an EBD, (b) effective evidence-based self-directed intervention strategies that can be incorporated into classroom settings, (c) technology integration to assist practitioners in implementing self-directed intervention strategies, and (d) recommendations for integrating technology to enhance academic and social outcomes for students identified as having an EBD.