How It Is Achieved Authorities in the field of EBD agree that positive educational outcomes come as a result of appropriate use of effective methods and related strategies; well-trained and disciplined professionals; and carefully orchestrated community, home, and school support systems (Algozzine et al., 2001; Kauffman \& Landrum, 2009; Nelson et al., 2004). In spite of this agreement, numerous questions and few points of accord can be found related to choosing and implementing evidence- based methods with children and youth diagnosed with EBD. The very meaning and essential elements of evidence- based methods; strategies for ensuring that teachers have access to utilitarian, evidence-based methods; and mecha- nisms for confirming that teachers and other practitioners have the necessary training and resources to correctly use appropriate effective strategies, materials, and methods are undecided (Cook \& Schirmer, 2006). Linked to these sig- nificant fundamental issues is the clear reality that identify-

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To improve education for students with Emotional and Behavioral Disorders (EBD), it's important to have clear definitions of evidence-based methods, provide teachers with access to these methods, ensure they are well-trained, and create a support system involving schools, families, and communities. Regular monitoring and individualized interventions are also key.

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