Effective Teachers for Students With Emotional/Behavioral Disorders: Active Ingredients Leading to Positive Teacher and Student Outcomes Maureen A. Conroy, University of Florida Kevin S. Sutherland, Virginia Commonwealth University S cotty, a fifth grader identified with emotional/behavioral disorders (E/BD), receives special education services in a self-contained classroom with nine other students who have varying disabilities including E/BD. Since entering this classroom, Scotty’s behavior problems have become even more chronic and severe. He is often disruptive, defiant, and engages in verbal aggression toward his teacher, Ms. Jack, and fellow classmates. These behaviors occur throughout the day, but are especially noticeable during instructional times. Often the intensity of his behavior becomes so severe toward his teacher and classmates that he is removed from the classroom. Ms. Jack struggles with overall classroom management and has difficulty keeping all the students in her class engaged in learning opportunities. In fact, she spends most of her day trying to manage their behavior. Scotty’s behavior is particularly difficult for her to manage and disruptive to the classroom atmosphere. He often talks back to Ms. Jack and refuses to complete his work. He also ‘‘eggs on’’ his fellow students and after a while, the entire class is off-task. When Scotty is defiant, Ms. Jack reprimands him and threatens to withhold game time on the computer (one of Scotty’s favorite activities). This negative interaction cycle between Ms. Jack and Scotty usually ends up with Scotty cursing back at Ms. Jack and her threatening him in return. Eventually, Scotty ends up being sent to the principal’s office—just to give Ms. Jack and the other students a break. Scotty is often out of the classroom more than not and as a result has made little progress in Ms. Jack’s classroom. Ms. Jack feels frustrated with Scotty and his behavior and with her ability to be successful in helping him. At mid-year, Scotty’s mom moved to a new home and Scotty moved to a new school. His new teacher, Ms. Robertson, was warned that Scotty’s behavior may be very challenging, so she was ready! The first day Scotty arrived at her class, she prepared a number of engaging learning activities around topics of interest to Scotty, which culminated in an interactive game on the computer (a favorite activity). She monitored Scotty closely, providing him with many opportunities to engage and respond, and provided systematic attention and praise to Scotty when he responded appropriately. When Scotty ‘‘tested’’ Ms. Robertson with problem behavior, she quickly redirected and outlined the classroom rules and incentives for following the rules. For example, she told Scotty that once he completed his work, he could choose a favorite activity. The other students in Ms. Robertson’s class know the classroom and school rules and have been taught to follow them. Ms. Robertson’s use of effective instructional practices (i.e., active supervision, instructional pacing, school and classroom rules, behavior specific praise, and contingent consequences) prevents problem behavior from occurring in her classroom. Scotty quickly learned that in Ms. Robertson’s room, he receives positive attention for compliance and access to preferred activities. He also learned that even if he demonstrates problem behaviors, Ms. Robertson does not allow him to escape instructional tasks. Ms. Robertson runs a ‘‘tight ship’’ and all the students in her class have learned that it is rewarding to engage in learning activities and problem behaviors are not acceptable. Ms. Robertson has a good rapport with her students and they respect her. Overall, her classroom atmosphere is conducive to learning and positive! Teachers of students with emotional/behavioral disorders (E/ BD) have varied skills and abilities. Within the field there are some teachers, like Ms. Robertson, who teach students with E/BD by actively engaging them in learning tasks and who have few behavior problems in comparison to other teachers, like Ms. Jack, who struggle with classroom management. In fact, school principals or administrative leaders may select a teacher for a particular student with severe problem behaviors based on the teacher’s ability to manage that student’s behavior. What makes Scotty’s behavior more positive in Ms. Robertson’s class than Ms. Jack’s class? Many researchers have found that the teacher’s use of effective instructional practices that promote positive teacher–child interactions and a positive classroom climate is one of the key ingredients for promoting engagement and minimizing problem behaviors (Lewis, Hudson, Richter, & Johnson 2004; Sutherland, Carter, Farmer, Hoover, & Kostewicz 2007). In this article, we discuss how effective teachers of students with E/BD demonstrate competence across two critical implementation areas: (a) high quality use of effective instructional practices, and (b) the creation of positive teacher–student interactions and relationships and classroom climate. In conclusion, we discuss the positive teacher and student outcomes associated with these practices. High Quality Implementation of Effective Instructional Practices A critical component of effective instruction for students with E/BD is the use of research-based EFFECTIVE TEACHERS FOR STUDENTS WITH EMOTIONAL/BEHAVIORAL DISORDERS F ALL 2012 7