Abstract Despite over 50 years of research and discussion concerning school-based interventions for students with emotional and behavioral disorders (EBD), a discernible consensus regarding the core elements of intervention for this student population remains elusive. This discordance is seen by many as an obstacle to the proper design, dissemination, and implementation of effective practice, and has been attributed to the vast number of interventions available, the complexities associated with the numerous interactive variables involved in their implementation, and the research to practice gap. The present article blends experiential knowledge with relevant literature in a discussion of essential components of school-based intervention for students with EBD from the perspective of a practitioner.

中文翻译：

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情绪和行为障碍学生校本干预的基本组成部分：研究与实践的结合

摘要尽管有超过50年的研究和讨论，涉及针对情绪和行为障碍（EBD）的学生进行的学校干预，但对于这一学生群体的干预核心要素仍未达成共识。许多人认为这种不协调是有效实践的正确设计，传播和实施的障碍，并且归因于大量可用的干预措施，与实施过程中涉及的众多交互变量相关的复杂性练习差距。本文从实践者的角度将经验知识与相关文献相结合，讨论了针对EBD学生的学校干预的基本组成部分。