Behavioral Disorders, Ahead of Print.
Elementary school students with or at risk for emotional and behavioral disorders (EBD) are likely to experience social difficulties and challenges with peer relationships (e.g., victimization, rejection, isolation, and negative peer influence). A particularly salient influence on students’ classroom-based social experiences is how they are perceived by their classmates. The current study examined the extent to which the behavioral reputations of K to third-grade students identified as with or at risk for EBD (focal students; n = 26) differed from their classmates (n = 120). Results revealed that focal students had poorer behavioral reputations among the domains of Starts Fights, Says Mean Things, Nice, Cooperates, and Gives the Teacher a Hard Time; and that these reputations were stable over time. Interestingly, there were no differences between focal students and their classmates for the reputation of being Picked On. Implications and limitations are discussed.

Behavioral Disorders, Ahead of Print.
In this systematic review, we examined interventions for increasing prosocial employment skills for adolescents with emotional and/or behavioral disorders (EBDs). Many studies have focused on social skills related to employment for individuals with intellectual disabilities or autism spectrum disorders. However, there is a paucity of research on employment skills for individuals with EBD. A synthesis of available literature may help inform what is currently known about supporting prosocial employment skills for this group of students. We examined components of strategies that promote successful employment outcomes for individuals with EBD. We identified 12 studies involving 2,095 transition-age students, with 249 students identified with or at risk of EBD. Findings indicate that explicit teaching of prosocial employment skills is an effective strategy for increasing these skills. Included studies were evaluated using the Council for Exceptional Children Standards for Evidence-Based Practices in Special Education. Recommendations for future research and practice are discussed.

Behavioral Disorders, Ahead of Print.
Developing the ability to summarize written text is a critical literacy skill set for adolescent students with disabilities. Using a nonconcurrent multiple baseline design, four female students at-risk for emotional and behavioral disorders in a juvenile justice facility were taught the TRAP+IDEAS mnemonic using the self-regulated strategy development (SRSD) instructional approach to improve written summaries. Three students completed the study with observed improvements in summary content and quality of their written summaries with two students maintaining their summary content and quality during two weeks of maintenance. The social validity of the intervention, limitations, and future directions are presented.