Do you have a behavior specialist or program coordinator who completes Functional Behavior Assessments (FBA)? I would recommend determining what the function of the behaviors are before coming up with goals and intervention plans.
Sounds like the function is avoidance, but maybe there are other factors. Is it when an adult gives a demand? Is it when the work is too hard? These are all important pieces of information that could help you come up with IEP goals and coping strategies for her to be successful.
Things like, "I need a break," or "This is way too hard!" or "I need some help with this," could be helpful functional communication training type goals that could be focused on (depending on her needs/the function of the behaviors).
Also, you mention "getting back on task after an upsetting incident," as a possible goal - though I would tend to say err on the side of being proactive versus reactive. Is there a way you could have a goal that says, "Upon precursor behaviors..." (starting to get agitated, etc. before the actual 'incident' occurs) "student will be able to ___." That might be helpful for teaching her the appropriate coping skills to AVOID these types of meltdowns and return to task.
I'd also think of ways you could introduce positive behavior supports such as, "When I follow the rules [define them for her] for X minutes, I get ___." Some sort of token economy or reward system is typically very beneficial for kids with EBD classifications.
The only things they cannot learn are the things we do not teach them! She just needs a little support on how to deal with her feelings, rages, anger, etc. and a way to cope her behaviors appropriately.
I'd also recommend having some visual supports (even though she doesn't have an autism or ID classification, these can be JUST as helpful for kids with EBD). Things like,
"When I keep my hands to myself, I get a good note home.
"When I don't keep my hands to myself, I get a sad face on my note.
"When I do my work in school, I get recess!
"When I don't do my work in school, I don't get recess.
Some people say "only state the positive rules" - but I feel that kids with EBD need to see the consequences because they're (often) unable to rationalize and they're very impulsive (not thinking about consequences before engaging in behaviors).