Pingry-Kile, Laura Jean2013-08-302013-08-302013-06https://hdl.handle.net/11299/156062University of Minnesota Ed.D. dissertation. June 2013. Major: Educational Policy and Administration. Advisor: Dr. Jean A. King. 1 computer file (PDF); viii, 146 pages.This study was conducted with the ultimate long-range goal to ameliorate significant behavior problems in students with disabilities and improve academic outcomes. The outcome of this specific project included tools and strategies based on evidence-based practices for improving the behavioral, emotional, and academic performance of students with significant behavior disorders. The project used mixed methods and consisted of three distinct phases with a fourth phase planned for implementation at a later date. A framework of evidence-based domains, effective components and essential indicators was created in phase one following a synthesis of literature and validation from experts and practitioners in the field. The second phase consisted of the creation of The EBD Program Framework and Evaluation Toolkit to effectively evaluate programs and implement in local school districts to support continuous improvement. Feedback and input was obtained following the demonstration of the toolkit to a variety of potential users during the third phase. The findings and outcomes of this study further our knowledge of effective programming for students with EBD and provide critical tools to evaluate programs and support continuous improvement efforts. Local school districts can implement The EBD Program Framework and Evaluation Toolkit to collect and analyze data, prioritize needs and develop goals and action plans all based around evidence-based domains, effective components and quality program indicators. The study concluded with implications for research, policy and practice.en-USThesis or Dissertation