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Inappropriate social behaviors of elementary-aged students may negatively affect their opportunity to be successful in school and contribute to adjustment problems as adolescents and adults. Specifically, anger and aggression in children have accounted for a high number of children being referred to special education programs. A multiple baseline design was used across students to investigate the effectiveness of cognitive-behavioral training in reducing angry behavior and aggression of three elementary-aged special education students placed in a multi-categorical resource room. Results indicated that the students were able to learn the strategy and that the intervention produced a decreased level of undesired behavior. Maintenance data demonstrated that all three students were able to maintain decreased levels of anger and aggression over time. Recommendations are made for future studies.

Effective transition planning requires school personnel to ascertain the preferences and interests of the student and to focus on services including instruction, related services, employment, and postschool living arrangements necessary to support postschool outcomes. While great strides have been made in meeting the needs of students with disabilities from diverse cultural and linguistic backgrounds, lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students with disabilities are often marginalized and disregarded in this process. This article aims to provide tips for effective transition planning for LGBTQ youth with disabilities.