We examined the effects of class-wide curricular modification on the engagement and challenging behaviors of students enrolled in a self-contained science class. Participants were six students between the ages of 13 and 14, all with labels of severe emotional disturbance in addition to a variety of other diagnoses. Class-wide curricular modifications consisted of providing opportunities for choice making and ensuring that activities were of high interest to students. Findings showed that the curricular modifications resulted in increased levels of engagement and decreased levels of problem behaviors. Results are discussed in the context of system-level behavior support within the school setting.

There has recently been increased attention given to the widely perceived gap between research and practice in school psychology and education. The purpose of this article is to describe how Centennial School of Lehigh University, an alternative day school for students with emotional and behavioral disorders, was able to successfully implement and sustain research-based practices. The use of such practices, in conjunction with organizational and systemic change, led to the significant reduction and eventually the virtual elimination of the use of and need for physical restraint and seclusionary time-out in the school, as well as a substantial increase in students' prosocial behavior. Procedures for reducing the gap between research and practice at Centennial School are discussed, including the methods used by school personnel to facilitate systems change, successfully implement research-based practices, and create a supportive organizational structure for sustaining effective practices. Possible roles for school psychologists in systems change efforts, potential barriers to the implementation of research-based practices, and recommendations as to how these barriers may be overcome also are provided.

Students with or at-risk for emotional and behavioral disorders pose an immense challenge for educators, and typical practices to address them are punitive and exclusionary, leading to poor academic and social outcomes for students. To address the complex needs of students with intensive emotional and behavioral needs, evidence-based practices and strategies that have been validated through rigorous research are needed. In this article, we describe evidence-based practices for creating positive and effective classrooms environments as well as illustrate implementation factors that are key to successful and sustained use of evidence-based practices in school settings.

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