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Students with emotional and behavioral disorders (EBD) who are educated in integrated settings are often at risk for school failure because of their inability to remain attentive, complete tasks and assignments, and accomplish homework. In other words, they are characterized by their inability to manage their academic and social behavior. The authors of this study investigated the feasibility of teaching parents of students with EBD to establish and maintain a homework completion program based on teaching the students to manage their own behavior. They investigated whether parents of students with EBD can facilitate use of a homework program containing various components of a student self-management program to increase the homework completion and accuracy of their children. In addition, the effect of parent participation in the homework program was investigated on students' academic achievement and perceived homework problem ratings. Six middle school students with EBD and their parents participated in this study. A multiple baseline design across participants was used to assess treatment effects.The parents received training and implemented the program's strategies. Homework completion and homework accuracy increased for all students. In addition, mathematics achievement increased and perceived homework problem ratings diminished.

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Students with emotional and behavior disorders represent one of the most challenging groups for whom to provide effective educational services. For many years, level systems have been used by teachers to provide an overall structure within which to deliver educational services. In recent years, a number of researchers and practitioners have criticized level systems as outdated and overly restrictive. The authors believe that many of the concerns associated with the use of level systems can be overcome with careful planning and implementation and that level systems can still be an important and useful component in effective programs for students with E/BD. Guidelines for developing an effective level system along with suggestions for overcoming some of the problems typically encountered with implementing level systems in school settings are presented in this paper.