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| Prologue: On Following the Scientific Evidence | |
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| Foundations | |
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| Evaluating the Evidence Base for Emotional and Behavioral Disorder Interventions in Schools | |
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| Empirically Supported School-Based Mental Health Programs Targeting Academic and Mental Health Functioning: An Update | |
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| Multicultural Issues for Schools and Students with Emotional and Behavioral Disorders: Disproportionality in Discipline and Special Education | |
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| Legislation, Regulation, Litigation, and the Delivery of Support Services to Students with Emotional and Behavioral Disorders in School Settings | |
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| Longitudinal Outcomes and Post-High School Status of Students with Emotional or Behavioral Disorders | |
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| The Interface between Child Psychiatry and Special Education in the Treatment of Students with Emotional/Behavioral Disorders in School Settings | |
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| Screening, Performance Monitoring, and Assessment | |
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| Screening and Identification Approaches for Detecting Students at Risk | |
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| Social Skills Assessment and Training in Emotional and Behavioral Disorders | |
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| Progress Monitoring Methods and Tools for Academic Performance | |
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| Behavioral Universal Screening and Progress Monitoring with Web-Based Technology | |
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| Systematic Progress Monitoring of Students with Emotional and Behavioral Disorders: The Promise of Change-Sensitive Brief Behavior Rating Scales | |
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| Strength-Based Assessment Issues, Tools, and Practices in School-Related Contexts and Schools in the United States and Finland | |
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| Conducting Functional Behavior Assessments for Students with Emotional/Behavioral Disorders | |
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| Interventions Targeting Specific Disorders and Settings | |
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| Applying Positive Behavioral Interventions and Supports in Alternative Education Programs and Secure Juvenile Facilities | |
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| Bullying and Aggression in School Settings | |
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| Interventions for Students with Attention-Deficit/Hyperactivity Disorder: School and Home Contexts | |
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| Empirically Based Targeted Prevention Approaches for Addressing Externalizing and Internalizing Behavior Disorders within School Contexts | |
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| Evidence-Based Intervention Approaches for Students with Anxiety and Related Disorders | |
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| Secondary Education and Promising Practices for Students with Emotional/Behavioral Disorders | |
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| Generic Intervention Approaches | |
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| Addressing the Academic Problems and Challenges of Students with Emotional and Behavioral Disorders | |
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| School-Based Wraparound for Adolescents: The RENEW Model for Transition-Age Youth with or at Risk of Emotional and Behavioral Disorders | |
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| The Role of School Mental Health Models in Preventing and Addressing Children's Emotional and Behavioral Problems | |
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| Improving Transition Outcomes for Students with Emotional and Behavioral Disorders | |
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| Improving Engagement and Implementation of Interventions for Children with Emotional and Behavioral Disorders in Home and School Settings | |
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| Treatment Integrity within a Three-Tiered Model | |
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| Issues and Criteria for the Effective Use of Psychopharmacological Interventions in Schooling | |
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| Early Intervention | |
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| Evidence-Based Practices for Infants and Toddlers with Autism Spectrum Disorders | |
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| Supportive Interventions for Young Children with Social, Emotional, and Behavioral Delays and Disorders | |
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| The Evidence Base of the First Step to Success Early Intervention for Preventing Emerging Antisocial Behavior Patterns | |
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| Research Methods | |
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| Qualitative and Mixed Design Research in Emotional and Behavioral Disorders | |
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| The Role of Research in Evaluation of Interventions for School-Related Behavioral Disorders | |
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| Establishing an Evidence Base: Lessons Learned from Implementing Randomized Controlled Trials for Behavioral and Pharmacological Interventions | |
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| Epilogue: Science, a Harsh Mistress | |
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| Author Index | |
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| Subject Index | |