Abstract
Adolescents with emotional and behavioural disabilities can be some of the most difficult students to maintain in an inclusive classroom setting. Social skills instruction has become an accepted evidence-based practice for these students, but many times students are unmotivated to participate in this instruction. Adding a student-generated multimedia component to this instruction shows promise in increasing student motivation, engagement, and generalization. This book details a successful study undertaken to compare teacher-led and multimedia student-generated social skills instruction on the perceived social behaviors of the students.