Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding SRSD, analyzing the findings of both single-case and group designs using a common effect size metric (Hedges g), and applying methods to address publication bias. In addition, the present meta-analysis examined the difference in treatment effect due to differences in moderating variables. Sixteen of the 20 studies examined met inclusion criteria based on the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. Results indicated that SRSD interventions had large effect sizes across three dependent variables (i.e., essay elements, quality, and word count), and treatment effects were significant for study design and race/ethnicity. Type of instruction, intervention agent, and gender did not significantly predict response to SRSD instruction. Also, the results showed limited risk of bias in the tendency of journals to publish only positive findings. Based on these findings, implications for future research and teaching with SRSD are discussed.

The social story is a pedagogical strategy presented individually, often in print, to primary grade children with autism. Authors examined teachers' perceptions of the effect of a social story song adapted for preschoolers in six inclusive classes. A board certified music therapist composed a social story song set to a familiar melody about waiting, a behavior of significant concern for preschool teachers teaching on a military post. Teachers, trained by the music therapist, implemented the social story song within each of their part-day, multi-age classrooms for five weeks. Results of this pilot suggest teachers perceived the training to be sufficient for immediate use and the song effective in modifying behavior in both exceptionally and typically developing children when either the teacher or children initiated it. Social story songs for preliterate children may be an effective intervention strategy to support behavior change within inclusive preschool settings.

Professors Emeriti Mary Kay and Robert Zabel share their reflections on their long and productive careers working with students and teachers. Their respective careers share much of the same history and complement each other. The Zabels share their advice with those entering the field and the challenges they see for the education of students with emotional/behavioral disorders.

As part of an ongoing oral history project, a conversation was held with Dr. Stephen Forness on the past, present, and possible future of the field of providing services to children with emotional-behavioral disorders. Dr. Forness stresses the increasing importance of providing an interdisciplinary approach to meeting these needs.

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