In this article, we introduce the focus of this special issue. We begin by establishing the importance of meeting the instructional needs of students with and at risk for emotional and behavioral disorders (EBD), with an emphasis on improving their reading and writing skills within (and beyond) the context of three-tier models of prevention. Then, we provide a brief introduction to the articles constituting the special issue: those intended to update the field and the one intended to inspire future research into the instructional needs of students with EBD.
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