ABSTRACT
This chapter discusses James M. Kauffman's call for scientific rigor in how authors support and improve the literacy skills of students with or at risk for emotional or behavioral disorders (EBD). Students with EBD have been recognized historically for their social and behavioral deficits. Although most recognized for their social and behavioral concerns, students with or at-risk for EBD across the kindergarten through twelfth-grade span also have broad academic deficits. The chapter evaluates systematically the current knowledge base using the quality indicators provided by Gersten et al. and Horner et al. as guideposts. Students with EBD also have highly negative postsecondary outcomes, including high rates of unemployment, negative employment experiences, poor community adjustment, substance abuse, and need for mental health services. The chapter provides a systematic review of the reading instruction studies conducted since the passage of Individuals with Disabilities Education Act 1997 and recommendations for developing interventions to improve the literacy skills of students with and at-risk for EBD.
