Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on teaching self-regulated strategy development (SRSD) with the mnemonic ''POW-TREE'' was implemented, followed by postintervention testing, then a second intervention phase using civics content was implemented, followed by posttesting. Following a 4-week delay, maintenance and generalization probes were administered. Students were also assessed on their strategy knowledge, social validity, and time spent on planning and writing. Findings revealed that all students improved substantially on all essay measures, including essay length, essay quality, and number of essay parts, sentences, and paragraphs. Strategy data revealed that all students learned the strategy, enjoyed using it, and reported understanding the benefits of continued strategy use. Findings are discussed with respect to educational implications and future research.

We are honored to present this issue of Exceptional Children, which begins the 80th volume year of the journal which the Council for Exceptional Children has sponsored. Exceptional Children is the most cited, most widely visible print research journal in the field of special education. We are pleased to introduce this issue, which presents important topics across special education areas that reflect the diversity of our field.Dave Edyburn has contributed a Special Features article on the important issues in evidencebased technology research in special education. Existing and emerging technologies provide exciting opportunities for improving educational outcomes for individuals with disabilities. Edyburn addresses past, present, and future challenges for advancing evidence-based research in this rapidly changing area.

Implementation of evidence-based practices (EBPs) is important to all constituency groups in special and general education. In this era of increased student and teacher accountability, EBPs can be used to document improved student progress and performance. The practice of multitiered educational systems has established the use of EBPs as its foundation at the first tier. While researchers are striving to design interventions that can add to the growing number of practices that can be classified as high-quality evidencebased practices, teacher educators are seeking better ways of preparing preservice and inservice educators in the effective use of EBPs. And at the same time, district and state administrators are seeking methods of disseminating EBPs to practicing teachers. There is a need for clarification and critical thinking on the topic.We are pleased to present this special issue, guest edited by Bryan G. Cook and Samuel L.Odom. This special issue of Exceptional Children