Depending on the nature of the difficulty, some of the following strategies should also help:

• try to raise the pupil's esteem by setting tasks where success is achievable, and give the child regular feedback on progress
• provide the child with opportunities to take on responsibilities and give praise when these are carried out
• don't expect too much all at once.  Work on one aspect of behaviour at a time and reward the pupil, when any progress is made.  For example, work on stopping the child calling out for five minutes, then build up to ten minutes and so on.  The same strategy is useful to encourage a child to remain seated and on task
• find out what kind of reward matters to the pupil - stars, certificates, praise, choosing an activity etc. - and use that approach
• liaise closely with parents if at all possible, so that the pupil knows home and school are working together to help her/him
• maintain a positive attitude and encourage the pupil to do likewise.  Make it clear that you expect an improvement but avoid sarcasm
• work on the principle that rewarding appropriate conduct is a more effective way to alter behaviour than punishing that which is inappropriate
• establish clear class rules and routines which are understood by all (it may be possible to involve some EBD pupils at least in devising the rules in the first place)
• try to phrase rules in a positive rather than a negative way
• remind pupils of these rules from time to time, but try to avoid nagging
• endeavour to become aware of anything that triggers unacceptable behaviour and intervene or distract the pupil before the problem occurs
• avoid confrontation whenever possible by maintaining eye contact with the pupil using her/his name and not becoming emotional. Sound confident and in control, rather than using a loud voice and threatening gestures
• if a pupil is too wound up to listen to sense, don't try to reason with her/him but allow a cooling-off period (up to five minutes for younger pupils, 10-15 minutes for older ones)
• when the pupil has calmed down, try to find time to discuss together what has happened and how it can be avoided on the next occasion
• quiet reprimands can be more effective than a public telling-off
• help the pupil to develop social skills, i.e. knowing how to join in, how to ask for things, how to put her/his point of view
• create situations where the pupil is included in activities first with one other child, and then with a small group.  Later on, encourage her/him to join a club or society that s/he will find interesting
• find out what her/his interests are; try to incorporate these in school work, so that motivation is increased
• be aware of what s/he is good at and provide opportunities for the peer group to recognise these attributes
• give as much individual attention and support as possible, so that the pupil learns that s/he can trust you enough to share her/his worries and concerns
• give disaffected pupils an opportunity to talk about their grievances and help them to see the situation from the school's point of view, e.g. why there are rules about dress, etc.
• help disaffected pupils understand that they will get the most out of school not by rebelling , but by concentrating on the positive aspects; companionship, favourite lessons, clubs and activities, etc.
• encourage them to see that the more they put into school, the more they will get out of it; while they remain negative, school will be an unrewarding experience.
  

For children with ADD/ADHD
They need to be taught how to structure their work, pace activities and manage emotions.  A structured behaviour programme should:

• build in reminders of what tasks need to be done and by when - tick lists, diaries, work-plans, etc.
• include self-monitoring of tasks completed and behaviour within clearly defined rules
• be consistent
• teach social integration skills
• teach anger management skills
  

It may help if you:

• try to keep instructions, routines, rules, etc. short, precise and positive
• liaise with parents and any other helpful organisations or people
• use a variety of short "stepped" activities to aid learning
• use interesting material