We are excited to introduce the special series of articles that compose Beyond Behavior Volume 29, Issue 1, because its focus is on implementing and supporting effective reading practices in schools for students with emotional and behavioral disorders (EBD). Although there are reasons to be concerned about the reading–teaching–learning context for students with EBD, we appreciate the collective efforts of the authors to present a realistically positive tone and explicitly described body of research-informed reading practices for students with EBD across grade levels, diagnostic characteristics, and professional educators. Series organizer/guest editor John McKenna and the team of nationally recognized scholars that he assembled agreed to develop a series of research-informed practitioner articles with a “glass half full” mindset to what the scholarly literature often accurately presents as a “glass half empty” state of affairs.

中文翻译：

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情绪和行为障碍学生的有效阅读教学实践

我们很高兴介绍构成超越行为的特殊系列文章第29卷，第1期，因为它的重点是在学校为情感和行为障碍（EBD）的学生实施和支持有效的阅读实践。尽管有理由要关注EBD学生的阅读，教学和学习背景，但我们感谢作者的共同努力，为各个年级的EBD学生提供了现实的积极基调，并明确描述了研究型阅读实践的主体。级别，诊断特征和专业教育者。系列的组织者/客座编辑约翰·麦肯纳（John McKenna）和他召集的全国知名学者小组同意，以“半杯半饱”的心态来开发一系列研究型从业者文章，以学术文献通常准确地表示为“半杯半空的”。状况。