Best practice models and outcomes in the education of children with social, emotional and behavioural difficulties

The range of empirically based evidence on interventions for meeting the needs of students with social, emotional and behavioural difficulties (SEBD) in mainstream schools is rich and varied. This paper is based on an international literature search and review of studies that were published between 1980 and 2012. Particular attention is given to evidence that define the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural interventions. Copyright © 2013 Centre for Advancement in Inclusive and Special Education, Faculty of Education, The University of Hong Kong. All Rights Reserved.