Using Word Walls to Promote Literacy Skills and Social-Behavioral Success for Students with Emotional and Behavioral Disorders

Abstract

The purpose of this manuscript is to demonstrate ways that word walls can be used to promote literacy skills and social-behavioral success as part of multi-component interventions that include evidence-based instructional and behavioral strategies for students with emotional-behavioral disorders (EBD). This approach is designed to address the inter-connection between literacy skill deficits and social-behavioral
skill deficits that many students with EBD experience.