bluuebunny/crossref_metadata_2025 huggingface dataset:
Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders
Authors: Miller Kerrie A. , Gunter Philip L. , Venn Martha L. , Hummel John , Wiley Larry P.
Published: March 2018

Effects of two curricular and materials modifications on the on-task behavior and correct academic responding of three elementary-aged students identified with emotional or behavioral disorders (E/BD) were evaluated in two separate studies. In the first study, an ABA design revealed little difference in the students’ correct responding or on-task behavior when a function (writing a letter) was provided for written assignments. When a model for correct responding was added to the conditions, correct responding and on-task behavior increased for all students in both the functional and nonfunctional activities. In the second study, a multiple-baseline-across-students revealed only limited positive effects for on-task behavior when arithmetic assignments were shortened; effects were enhanced for two of the students when a model for correct responding was added to the shortened assignment modification. Results are discussed in terms of continuing research needed in the area of curricular and materials modifications for students with E/BD.
Primary Prevention in Mental Health for Head Start Classrooms: Partial Replication with Teachers as Intervenors
Authors: Serna Loretta A. , Nielsen Elizabeth , Mattern Nancy , Forness Steven
Published: March 2018

In a previous study, Serna, Nielsen, Lambros, and Forness (2000) demonstrated that a 12-week universal intervention in three Head Start classrooms significantly improved outcomes on 5 of 10 measures of symptoms or impairment in mental health, compared to outcomes for children in two control classrooms. Children meeting clinical cutoffs for mental health risk also maintained or improved their performance as a result of such primary prevention compared to control children at risk (Serna, Lambros, Nielsen, & Forness, 2002). The present study replicated the original, except the universal intervention was not conducted by a university preschool teacher but by regular Head Start teachers. Outcomes were significant on only two of eight outcome measures. The authors discuss them in terms of efficacy versus effectiveness.
Social Skills Instruction for Students at Risk for Antisocial Behavior: The Effects of Small-Group Instruction
Authors: Lane Kathleen L. , Wehby Joseph , Menzies Holly M. , Doukas Georgia L. , Munton Sarah M. , Gregg Rebecca M.
Published: March 2018

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Students received instruction in social skills in a small-group setting over a 10-week period. A comprehensive list of acquisition deficits was generated for each student using an empirically validated assessment tool. These acquisition deficits became the core content of each intervention group. Results revealed lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. Students also experienced increases in percentage of academic engaged time. Findings from a social validity measure indicated that students viewed the intervention procedures as acceptable and reportedly used the newly acquired skills in multiple settings. Limitations are discussed, and directions for future research are provided.
Language Intervention for Children with Emotional or Behavioral Disorders
Authors: Hyter Yvette D.
Published: March 2018

This article describes a prevention-focused intervention program designed to facilitate the language skills of preschool children at risk for emotional or behavioral and communication difficulties. The program is a collaborative effort between a university speech-language pathology program and a Head Start program in southwest Michigan. Semiqualitative descriptions of two case studies are used to characterize the collaborative intervention processes used in the classroom context by the preschool teacher and a speech-language pathologist. The outcome of the case studies suggests that authentic communicative interactions used as the context for implementation of the child-centered intervention strategies may be effective in reducing some behavioral challenges. Questions generated from the analyses of the case studies are provided.
Language Processing in Children with Emotional Disorders
Authors: Rogers-Adkinson Diana L.
Published: March 2018

The author explores the language processing ability of children with emotional disorders who have preexisting language delays (ED/LA) to determine whether language difficulties in this population are internal biological features rather than due to environmental variables such as lack of language stimulation in the home. A comparison group consisting of children with ED but without language delays was used to determine whether language processing may be a critical factor in the occurrence of language delays in children with ED.

Language competence was determined using the Test of Language Development/Intermediate. Language processing skills were then compared in the typical versus delay language groups using the Language Processing Test-R. Children with ED and language delays presented concerns in areas of language processing difficulty suggestive of underlying neurological pathology.
An Analysis of Placement and Exit Patterns of Students with Emotional or Behavioral Disorders
Authors: Landrum Timothy , Katsiyannis Antonis , Archwamety Teara
Published: March 2018

The authors analyzed student data from the U.S. Department of Education's Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act to assess patterns and trends in the educational placement of students with emotional or behavioral disorders (E/BD), as well as their means of school exit and the relationship between educational placement and school exit. The data indicate an increasing trend in educating students with E/BD in general education classrooms that mirrors a similar increase for all students with disabilities, although the overall rate of general class placement remains lower for students with E/BD (27%) than for students with other disabilities (50%). The link between placement and graduation or dropout rates was also explored, but these relationships are interpreted with extreme caution given that they are aggregations of state-level data. Suggestions are offered for future research and analysis of placement and exit patterns of students with E/BD.
Physical Restraint in School
Authors: Ryan Joseph B. , Peterson Reece L
Published: March 2018

The current emphasis on educating children in the least restrictive environment has resulted in the use of physical restraint procedures across all educational placement settings, including public schools. Since its initial use, restraint has been controversial. Professionals who use physical restraint claim that it is necessary to safely manage dangerous behaviors. Child advocates, however, argue that far too many children suffer injury and death from the very staff charged with helping them. The authors review research literature, legislation, and court decisions on topics related to the use of restraint in schools and identify position statements and recommended practices from nationally recognized professional organizations and advocacy groups. Recommendations are given for research, policy, and procedures for the use and practice of physical restraint in schools.
Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom
Authors: Sutherland Kevin S. , Singh Nirbhay N. , Sutherland Kevin S. , Conroy Maureen , Stichter Janine Peck
Published: March 2018

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely ineffective academic instruction and/or difficult tasks. The authors suggest that learned helplessness might further explain some of the academic and behavioral deficits that characterize students with E/BD. In this article, the authors review the negative reinforcement cycle posited by Gunter and colleagues, discuss learned helplessness as it relates to the academic and social deficits of students with E/BD, review relevant research, and discuss implications for practice and research.
Preparing Youths with Emotional or Behavioral Disorders for Transition to Adult Life: Can it be done within the Standards-Based Reform Movement?
Authors: Sitlington Patricia L. , Neubert Debra A.
Published: March 2018

This article identifies (a) what we know about youths with emotional or behavioral disorders (E/BD) and what works in preparing them for the transition to adult life; (b) the key features of No Child Left Behind (NCLB; 2001) and the Individuals with Disabilities Education Act (IDEA); and (c) recommendations for working within the requirements of this legislation to promote the successful transition of youths with E/BD to employment, independent living, and postsecondary education. Recommendations address the need to (a) use transition planning as a framework for developing the content and performance components of standards-based education and (b) ensure that preparation for employment and other areas of adult life are infused in the general education curriculum and in the standards-based reform movement.
Behavior, Discipline, and Students with Emotional or Behavioral Disorders: Promises to Keep … Miles to Go
Authors: Smith Carl R. , Katsiyannis Antonis
Published: March 2018

The amendments to the Individuals with Disabilities Act of 1997 (IDEA ‘97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e. g., functional behavioral assessments, manifestation determinations), program planning components (e.g., positive behavioral supports, behavioral intervention plans), and specific procedures for the use of interim alternative educational settings. This article briefly addresses (a) the challenges that school personnel face in implementing these requirements, (b) the critical need to ensure that students receive an appropriate education, and (c) a suggested advocacy agenda for the upcoming amendments to the IDEA.
Inclusion of Students with Behavior Disorders in General Education Settings: Research and Measurement Issues
Authors: Simpson Richard L.
Published: March 2018

Inclusion of students with disabilities, including children and youth diagnosed with emotional and behavioral disorders, has been a prominent and contentious issue for decades. Yet, in spite of the extraordinary attention given this topic, there has been a general absence of empirically sound research to guide policy and practice. This article discusses four research-oriented themes relative to inclusion of students with Emotional and Behavioral Disorders (EBD) in general education settings: (a) the appropriateness and relevancy of current inclusion measurement targets; (b) the extent to which inclusion is a clearly identified and independent treatment variable; (c) the extent to which inclusion research has sufficient external validity to give it generalization value; and (d) the social validity value of research connected to inclusion of students with EBD.
Media Report: Behavior Management: From Theoretical Implications to Practical Applications – Second Edition by John W. Maag
Authors: Harris Pamela
Published: March 2018

“… There is one key rule to follow as you develop behavior management interventions: Take what the students give you. In other words, do not be afraid to be flexible. Good behavior management interventions are constantly evolving to meet the ever-changing aspects of students’ behaviors.” (p. xvi)
A Cognitive-Ecological Approach to Serving Students with Emotional and Behavioral Disorders: Application to Aggressive Behavior
Authors: Guerra Nancy G. , Boxer Paul , Kim Tia E.
Published: March 2018

In this article we present a cognitive-ecological model for understanding and preventing emotional and behavioral difficulties and propose directions for school-based intervention programs, particularly with aggressive children. In the cognitive-ecological framework, intervention efforts should target certain cognitive skills (e.g., skills that encourage attention to multiple cues in a setting) and knowledge structures (e.g., normative beliefs about appropriate responses to conflict) across multiple contexts that change over time (e.g., classroom, peer, school, family). We also emphasize the importance of coordination among contextual influences so that children learn consistent, cross-context standards that encourage prosocial and socially competent behavior. Practitioners working with students who exhibit emotional and behavioral difficulties should strive to integrate efforts at modifying cognition as well as context in the service of promoting behavioral change that maintains over time and across situations.
Infant Predictors of Kindergarten Behavior: The Contribution of Inhibited and Uninhibited Temperament Types
Authors: Rimm-Kaufman Sara E. , Kagan Jerome
Published: March 2018

This study examines infant temperament (inhibited and uninhibited styles) as a predictor of behavior in the kindergarten classroom. Thirty-one kindergarten children were observed in their classrooms for approximately 1.5 hours on each of four occasions between September and January. Fourteen children (8 girls, 6 boys) had been classified as high reactive at 4 months of age and inhibited at 14 and 21 months; 17 (7 girls, 10 boys) were low-reactive at 4 months, and uninhibited at 14 and 21 months. Modest evidence for continuity in temperament was found, and, as predicted, differences were most apparent for classroom behaviors that might be stressful for socially inhibited children. The results show some differences between girls and boys and describe trends in classroom behavior as children make the transition to kindergarten. These findings identify temperament as a factor that influences children's adjustment to kindergarten and contributes to a body of work that identifies early risk factors for later behavioral problems.
The Use of Structural Analysis to Identify Setting Events in Applied Settings for Students with Emotional/Behavioral Disorders
Authors: Stichter Janine P. , Hudson Shawna , Sasso Gary M.
Published: March 2018

This study investigated the use of practitioner-implemented structural analyses to determine setting events affecting the disruptive behavior of two male students with EBD in a self-contained classroom. Descriptive measures (PBQ, SEII, and direct observation) and analogue probes were employed and contrasted. An ABA reversal design was used to compare intervention packages; maintenance and social validity data were also obtained. Findings indicate that structural analyses can be implemented by a practitioner and can lead to the development of successful interventions within educational settings. Implications for broad implementation and future research are also discussed.
Teachers of Children with Emotional Disturbance: A National Look at Preparation, Teaching Conditions, and Practices
Authors: Henderson Kelly , Klein Sheri , Gonzalez Patricia , Bradley Renée
Published: March 2018

Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks.
Threats of Violence by Students in Special Education
Authors: Kaplan Sebastian G. , Cornell Dewey G.
Published: March 2018

We compared threats of violence made by K–12 students in special education (120 cases) or general education (136 cases) in schools that were implementing threat assessment guidelines for managing student threats of violence (Cornell, Sheras, Kaplan, McConville, Posey, Levy-Elkon, et al., 2004; Cornell & Sheras, in press). Students in special education made disproportionately more threats, as well as more severe threats, than peers in general education. Students classified as emotionally disturbed (ED) exhibited the highest threat rates. Nevertheless, use of school suspension as a disciplinary consequence for threats was consistent for students in special and general education, and few students were expelled. Our findings support the use of threat assessment to manage threats of violence by students in special education.
Teacher-Identified Students with and without Academic and Behavioral Concerns: Characteristics and Responsiveness
Authors: Lane Kathleen Lynne , Menzies Holly M.
Published: March 2018

This paper examined: (a) the accuracy of teacher nominations in identifying (n = 86) students with and without academic and behavioral concerns; and (b) the degree to which these different types of students responded to the multileveled intervention program. Results suggest that teachers were highly accurate in discriminating among students with academic concerns (n = 26), behavioral concerns (n = 29), combined concerns (n = 16), and typical performances (n = 15) using academic variables at the state and local levels as well as behavioral variables (e.g., school records and teacher report data). Collectively, district-level academic variables and behavioral variables accounted for 98% of the variance among the four groups. There were also differences in how these different categories of students responded to a multileveled intervention model. Limitations and directions for future research are discussed.
Active Teacher Participation in Functional Behavior Assessment for Students with Emotional and Behavioral Disorders Risks in General Education Classrooms
Authors: Kamps Debra , Wendland Maura , Culpepper Michelle
Published: March 2018

This study presents functional assessment data from two second-grade students with behavior and academic problems. Functional assessment procedures included interview, observation, functional analysis, and intervention. Functional analysis conditions, conducted by the classroom teacher, with coaching from the researcher, indicated multiple functions for the behavior. Intervention consisted of teacher attention (praise) and points, and self-management of appropriate responses during group instruction. Intervention during independent seatwork consisted of modeling by the teacher to decrease task difficulty, the use of “help tickets” to request assistance from peers or the teacher, and social attention for task completion. Results indicated improved on-task and decreased disruptive behaviors during function-based intervention. The use of functional assessment in general education settings is discussed.
A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders
Authors: Hodge Janie , Riccomini Paul J. , Buford Rhonda , Herbst Maria H.
Published: March 2018

This article synthesizes findings from previous research on instructional interventions in mathematics for students with emotional and behavioral disorders (EBD). A systematic search of the literature from 1985 through December 2005 yielded 13 studies that met the criteria for inclusion in this review. The review yielded several findings: (a) mathematics interventions examined in previous research targeted basic skills such as addition, subtraction, multiplication, and division of whole numbers, decimals, and fractions; (b) interventions examined in the studies included student-directed strategies, teacher-directed instruction, peer tutoring, and computer-assisted instruction; and (c) research that examines instructional interventions in mathematics problem-solving for students with EBD is almost nonexistent. Implications for practice based on this review are limited by the few studies across a diverse array of interventions. Findings from this review highlight the need for systematic research of mathematics interventions for students with EBD.
Behavioral Intervention Plans: Legal and Practical Considerations for Students with Emotional and Behavioral Disorders
Authors: Maag John W. , Katsiyannis Antonis
Published: March 2018

Reauthorization of the Individuals with Disabilities Education Act (IDEA) specifies that a behavioral intervention plan (BIP) must be developed for students with disabilities under certain disciplinary exclusions. IDEA, however, does not provide details as to what should be included in BIPs, and this lack of specific guidance often results in confusion and controversy. Hopefully, school personnel draw guidance from best practices in the field. Unfortunately, what is considered best practice is not always viewed as necessary, or is at least questioned, by schools. Therefore, this article addresses three areas. First, an overview of what should appear in a BIP is provided based on evidence-based practices. Second, legal issues in the development and implementation of BIPs are presented by examining statutory provisions and established case law. Third, recommendations for educators are presented so that effective and legally mandated BIPs can be developed, implemented, and evaluated.
Strength-Based versus Traditional Social-Emotional Reports: Impact on Multidisciplinary Team Members’ Perceptions
Authors: Donovan Sarah A. , Nickerson Amanda B.
Published: March 2018

This study examines how adding strength-based data to traditional data for a student with emotional and behavioral disorders (EBD) impacts multidisciplinary team (MDT) members’ perceptions. The participants received either a mock Traditional Report, which included only traditional data, or a mock Combined Report, which included traditional and strength-based data. They were asked to make predictions about educational placement and short- and long-term outcomes. Report type did not have an impact on educational placement or long-term outcomes. Respondents receiving the Combined Report predicted more positive academic, social, and overall outcomes than did respondents receiving the Traditional Report. Strength-based information may improve perceptions of short-term outcomes, which may have a role in cultivating a more positive educational environment for students with EBD.
Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005
Authors: Griffith Annette K. , Trout Alexandra L. , Hagaman Jessica L. , Harper John
Published: March 2018

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.
School Context and the Academic Achievement of Students with Emotional Disturbance
Authors: Wiley Andrew L. , Siperstein Gary N. , Bountress Kaitlin E. , Forness Steven R. , Brigham Frederick J.
Published: March 2018

The authors examined the academic characteristics of 140 elementary-aged students served under the category of emotional disturbance (ED) from schools that differed in income level, performance on state testing, and suspension rates. School income accounted for a large amount of the variance in the reading and math achievement of students with ED as measured by the Woodcock-Johnson III. However, relative academic performance (as measured by performance on state testing compared with same-school peers and teacher ratings of academic competence) was similar across school income levels. Implications for intervention research and eligibility practices for students with ED are discussed.
A Correlated Constraints Model of Risk and Resilience for Latino Students with Emotional/Behavioral Disorders
Authors: Hosp John L.
Published: March 2018

The educational success of Latino students has never been a more pressing issue. As of July 2001, people of Hispanic origin are the second largest racial/ethnic group in the United States and continue to be the fastest growing group in the United States. Despite this, there is little research on the behavior of Latino students—possibly because they are underrepresented in programs for students with emotional disturbance (ED). However, Latino youth are overrepresented in juvenile correctional facilities at more than 5 times their rate in ED programs and 3 times their rate in the general population. This article presents a framework for addressing the needs of Latino students from the perspective of an integrated system involving the individual and his or her environment.
District-Level Administrators’ Perspectives on the Implementation of Functional Behavior Assessment in Schools
Authors: Katsiyannis Antonis , Conroy Maureen , Zhang Dalun
Published: March 2018

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA; 1997) through the current reauthorization (IDEA 2004), disciplinary procedures and functional behavioral assessment (FBA) have been widely used in school districts to assist in the prevention and amelioration of problem behaviors. Although researchers have documented the effectiveness of FBA strategies in identifying environmental factors that contribute to and maintain problem behavior, less is known about how personnel in school districts are actually using FBA procedures. This survey examined district-level administrators’ perspectives regarding their district's use of FBA procedures across two southern states (Florida and South Carolina). Major findings indicate that conducting FBA procedures was mostly useful for dealing with chronic problem behavior, followed by verbal aggression and physical aggression. The FBA procedures were least useful in dealing with drug-related behaviors, weapon-related behaviors, and truancy. However, respondents indicated that chronic behaviors and verbal aggression were more likely to result in an FBA if they occurred at the high-intensity and moderate-intensity level, respectively, whereas physical aggression was more likely to lead to the initiation of an FBA at the low-intensity level. Also, respondents indicated that they were likely to use indirect FBA strategies, rather than direct measures, and to use a team of professionals when conducting FBA. Implications of these findings are discussed.
First-Year Effectiveness on School Functioning of a Self-Contained ED Middle School
Authors: Mattison Richard E. , Schneider Jayne
Published: March 2018

Students new to a self-contained middle school for students with emotional disturbance (ED) were followed during their first year to assess the effectiveness of the program on school functioning and psychopathology. Measures for academic functioning (grade point average and subject failures), attendance (absenteeism and lateness), and disciplinary referrals (with and without out-of-school suspension) were obtained for the year prior to enrollment as well as at the completion of the first year in the program. Pre and post psychopathology were also rated for the students through the teacher version of the Adolescent Symptom Inventory (ASI-4T). Significant improvement with an average effect size of .61 was found for 5 of the 6 functional measures, as well as for the conduct disorder and attention-deficit hyperactivity disorder (inattentive type) categories of the ASIAT. Thus, first-year effectiveness was found for the ED program, although the levels of absenteeism, disciplinary referrals, and psychopathology remained of concern.
A Comparison of Three Instructional Methods for Teaching Math Skills to Secondary Students with Emotional/Behavioral Disorders
Authors: Billingsley Glenna , Scheuermann Brenda , Webber Jo
Published: March 2018

The purpose of this study was to determine the most effective of three instructional methods for teaching mathematics to secondary students with emotional and behavioral disorders. A single-subject alternating-treatments research design was used to compare three instructional methods: direct teach, computer-assisted instruction, and a combination of both methods. Disability label, age, and IQ were related to learning outcomes. In addition, although the combined method was more effective for some learners, variables such as attendance and motivation, as well as IQ, comorbid conditions, age, and number of years spent in school, affected learning outcomes.
Behavioral and Emotional Rating Scale–2 Parent Report: Exploring a Spanish Version with At-Risk Students
Authors: Sharkey Jill , You Sukkyung , Morrison Gale , Griffiths Amy
Published: March 2018

Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and socioeconomic factors may be related to differences in Latino/a parents’ views of their children's strengths and school experiences. The Behavioral and Emotional Rating Scale–2 (BERS-2) Parent Report is one of the most widely used measures to examine school-based strengths of students. With two sets of data collected with Spanish-speaking Latino/a parents of students aged 9 to 14 years, the authors examined the BERS-2 to explore and then preliminarily confirm latent constructs present in reports of their children's strengths. A three-factor model, labeled Self-Control, School Participation, and Emotional Health, emerged as an alternative fit to the data. Results indicate that the BERS-2 measures culturally sensitive constructs, yet amended procedures may enhance the assessment of student strengths from the parent perspective, particularly when working with Spanish-speaking Latino/a families.
Truancy Offenders in the Juvenile Justice System: A Multicohort Study
Authors: Zhang Dalun , Willson Victor , Katsiyannis Antonis , Barrett David , Ju Song , Wu Jiun-Yu
Published: March 2018

Truancy remains a persistent concern, with serious consequences for the individual, family, and society, as truancy is often linked to academic failure, disengagement with school, school dropout, and delinquency. This study analyzed large-scale data covering multiple years of cohorts of delinquent youths born between 1981 and 1988. Truancy offenders tend to be referred to the juvenile justice system at an earlier age, be juveniles with a family criminal history, and have received special education services. Caucasians girls, juveniles from lower income families, and juveniles who did not use drugs were more likely to be referred for truancy offenses than for other offenses. Implications of these findings for practice and future research are addressed.
Adapting Positive Behavioral Interventions and Supports for Secure juvenile Justice Settings: Improving Facility-Wide Behavior
Authors: Jolivette Kristine , Nelson C. Michael
Published: March 2018

The popularity and success of positive behavioral interventions and supports (PBIS) in public schools across the United States has led professionals to advocate for its implementation in secure juvenile settings. Statewide implementation efforts have been mounted in several jurisdictions, and a number of secure facilities are applying it with success in specific programs within facilities or across entire facilities. However, information regarding the issues faced when attempting to adapt PBIS for secure 24/7 settings, and strategies for addressing these, is not widely available. In this article, we initiate a discussion of this process as a means to improve youth behavior.
Improving Family Involvement for Juvenile Offenders with Emotional/Behavioral Disorders and Related Disabilities
Authors: Garfinkel Lili
Published: March 2018

Youth with emotional and behavioral (E/BD) and other disorders, who in many cases have not received needed interventions and supports in school, are overrepresented in the juvenile justice system. This article considers how parents of youth with E/BDs can become more involved in the process when their child is referred to juvenile court, thereby decreasing the likelihood of recidivism. Despite the existing barriers to parental involvement in the juvenile justice system, parents should be informed of their youth's educational rights in school, juvenile court, and out-of-home correctional settings. In addition, increasing parent involvement and reducing recidivism is an achievable goal; several family- and youth-centered strategies and programs have shown success in keeping youth with E/BDs out of the justice system.
Advancing High-Quality Literacy Research in juvenile Justice: Methodological and Practical Considerations
Authors: Houchins David E. , Jolivette Kristine , Shippen Margaret E. , Lambert Richard
Published: March 2018

Special education researchers have made noteworthy progress toward conceptualizing literacy research questions, designing quality studies, and disseminating the results of their research. These advancements have been made through the establishment and refinement of quality research indicators. Unfortunately, this progress has mostly eluded the arena of juvenile justice special education research. The purpose of this article is to review juvenile justice literacy studies and provide juvenile justice personnel and researchers with methodological and practical considerations for improving the quality of juvenile justice literacy research. The focus is on advancing group designs. Practical concerns are based on the first-year experiences of researchers who implemented an Institute of Education Sciences Goal 3 study with the aim of determining the efficacy of literacy instructional programs in a juvenile justice setting.
Functional Behavioral Assessment-Based Interventions for Students with or at Risk for Emotional and/or Behavioral Disorders in School: A Hierarchical Linear Modeling Meta-Analysis
Authors: Gage Nicholas A. , Lewis Timothy J. , Stichter Janine P.
Published: March 2018

Of the myriad practices currently utilized for students with disabilities, particularly students with or at risk for emotional and/or behavioral disorder (EBD), functional behavior assessment (FBA) is a practice with an emerging solid research base. However, the FBA research base relies on single-subject design (SSD) and synthesis has relied on literature review or analyses using nonparametric effect size calculations. This study was designed to examine the omnibus effect that FBA-based interventions have on problem behaviors for students with or at risk for EBD in schools using a hierarchical linear modeling meta-analytic approach to SSD synthesis. Based on a sample of 69 FBA studies, 146 subjects, and 206 outcome graphs, results indicated that, overall, FBA-based interventions reduced problem behavior by an average of 70.5% and that the procedure was effective across all student characteristics. Differences of effectiveness were evident between functional analysis and descriptive assessment procedures. Findings of this study suggest that FBA-based interventions for students with or at risk for EBD are an effective approach for the reduction of problem behaviors.
Initial Evidence for the Reliability and Validity of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors at the Elementary Level
Authors: Lane Kathleen Lynne , Oakes Wendy P. , Harris Pamela J. , Menzies Holly Mariah , Cox Meredith , Lambert Warren
Published: March 2018

We report findings of an exploratory validation study of a revised instrument: the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE). The SRSS-IE was modified to include seven additional items reflecting characteristics of internalizing behaviors, with proposed items generated from the current literature base, review of current measures, and teaching experience with students with emotional and behavioral disorders. The original seven items developed by Drummond (1994) were retained in the exact form, yielding an instrument containing 14 items (SRSS-IE14), each rated on a 4-point Likert-type scale. First, we explore the reliability of the SRSS-IE14 by examining item-level data, internal consistency, and factor structure with 2,460 elementary students. Results of a data analytic plan grounded in classical test theory support retention of five additional items, yielding the SRSS-IE12. Second, we established convergent validity of the SRSS-IE12 with two well-established screening tools: the Strengths and Difficulties Questionnaire (Goodman, 1997) and the Systematic Screening for Behavior Disorders (Walker & Severson, 1992). Limitations and future directions are offered.
A Qualitative Study of Individual and Peer Factors Related to Effective Nonviolent versus Aggressive Responses to Problem Situations among Adolescents with High Incidence Disabilities
Authors: Sullivan Terri N. , Helms Sarah W. , Bettencourt Amie F. , Sutherland Kevin , Lotze Geri M. , Mays Sally , Wright Stephen , Farrell Albert D.
Published: March 2018

To enhance the positive adjustment of youths with high incidence disabilities, a better understanding of the factors that influence their use of effective responses in challenging situations is needed. In this qualitative study, adolescents described individual and peer factors that would influence their use of effective nonviolent or aggressive responses. Semistructured interviews were conducted with 74 adolescents (61% boys) with high incidence disabilities (71% with a learning disability, 15% with an intellectual disability, and 14% with an emotional or behavioral disorder). Individual themes included values and beliefs, emotion regulation and problem-solving, positive self-image and confidence, perceived effectiveness of responses and potential consequences, and attributions about others or the situation. Peer factors included peer support, peer models for nonviolent responses, peer victimization, and protecting image, status, and reputation with peers. Identification of these themes has important implications for youth violence prevention efforts.
Coping Power Dissemination Study: Intervention and Special Education Effects on Academic Outcomes
Authors: Lochman John E. , Boxmeyer Caroline L. , Powell Nicole P. , Qu Lixin , Wells Karen , Windle Michael
Published: March 2018

This study examines whether a school-based preventive intervention for children with aggressive behavior affects children's academic outcomes when it is implemented by school counselors in a dissemination field trial. The Coping Power program targets empirical risk factors for aggressive behavior and focuses primarily on teaching social and emotional skills rather than directly intervening around academic performance. This study examined the long-term effects (2 years postintervention) of Coping Power on language arts and mathematics grades in 531 children from 57 schools. Prior analyses found that students of counselors who received intensive training in how to implement Coping Power (CP-IT) had broad improvements in teacher-rated social and academic skills and in teacher-, parent-, and self-reported externalizing behavior problems in comparison to children in a control group and to children whose counselor received more basic training in Coping Power (Lochman et al., 2009). In the present study, students with CP-IT counselors had smaller declines in language arts grades through a 2-year follow-up than children in the control group. Significant effects of CP-IT on mathematics grades were not observed. Special education status did not moderate intervention effects, indicating that special education students’ academic outcomes were affected in similar ways by the intervention in comparison with students not in special education. Intervention effects were not evident for children who had basic-trained counselors. These findings have implications for educational policy and underscore the potential for school-based social-emotional interventions such as Coping Power to have a long-term impact on children's academic outcomes.
Preliminary Study of the Confined, Collateral, and Combined Effects of Reading and Behavioral Interventions: Evidence for a Transactional Relationship
Authors: Cook Clayton R. , Dart Evan , Collins Tai , Restori Alberto , Daikos Chris , Delport John
Published: March 2018

Recent correlational studies provide support for a transactional relationship between reading and behavior problems. A transactional relationship implies that reading problems cause behavior problems, and vice versa. This study took this basic finding and examined its implications for intervention. Specifically, this study employed single-case experimental methods to examine the collateral (e.g., reading intervention improves behavioral performance) confined (e.g., reading intervention improves reading performance) and combined (e.g., reading plus behavioral intervention) effects of reading and behavioral interventions. Preliminary results indicated that both reading and behavioral interventions produced confined, collateral, and combined effects on reading and behavioral outcomes. Although a transactional relationship was demonstrated for the majority of participants, findings indicated that behavior function potentially moderates the effectiveness of the reading intervention to improve behavior, suggesting that a transactional relationship may not be universally true. The implications and limitations of the results, as well as directions for future research are discussed.
Five-Year Follow-up of Preschoolers with Autism and Comorbid Psychiatric Disorders
Authors: Kim Joanne J. , Freeman Stephanny F. N. , Paparella Tanya , Forness Steven R.
Published: March 2018

Although several studies have examined the prevalence of comorbid psychiatric disorders in children with autism spectrum disorders, there are no current longitudinal studies of such children regarding the impact of comorbidity. In this study, 44 of an original sample of 175 preschoolers were located after 5½ years, at an average chronological age of 10 years 3 months, and reassessed for comorbid disorders; a subsample was surveyed regarding use of special education and mental health services. Findings not only suggest continued comorbidity but also somewhat higher than expected use of behavioral services, often requiring out-of-school funding. The differential impact of comorbidity is discussed in relation to special education and access to related services.
Can Students with Emotional and/or Behavioral Disabilities Improve on Planning and Writing in the Content Areas of Civics and Mathematics?
Authors: Hauth Clara , Mastropieri Margo , Scruggs Tom , Regan Kelley
Published: March 2018

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.
Social Acceptability of Five Screening Instruments for Social, Emotional, and Behavioral Challenges
Authors: Harrison Judith R. , Vannest Kimberly J. , Reynolds Cecil R.
Published: March 2018

Social, emotional, and behavioral (SEB) screening occurs in only two percent of our schools. This is unfortunate because universal screening is linked to prevention and early intervention with emotional and behavioral disorders (EBD) in children and youth, a population who continues to experience a plethora of poor outcomes. The social acceptability (often characterized incompletely as social validity) of SEB screening tools is suggested to contribute to their adoption and use; thus we need a better understanding of the social acceptability of universal SEB screening. In this review, five relevant screening instruments, or “screeners,” for school age children were evaluated using a rubric of six characteristics and 21 indicators of social acceptability as determined via a comprehensive search of the literature. Results indicate a range of characteristics that could affect adoption and use. The discussion proposes applications for this information.
What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?
Authors: Mattison Richard E. , Blader Joseph C.
Published: March 2018

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD).We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for 196 secondary students with EBD in a self-contained public school (SCS). Demographics, IQ and achievement testing, teacher checklist ratings for emotional/behavioral problems, and standard measures of school function were gathered. First, academic achievement was studied, and regression analyses showed that both reading and math achievement were significantly increased by higher verbal IQ and lower ADHD-inattentive symptoms (ADHD-I), and math also by higher performance IQ and younger age. Next, general academic performance was examined, and regression analysis demonstrated that major-subject GPA was significantly increased by lower ADHD-I teacher ratings, higher math achievement, and younger age. In comparison, out-of-school suspensions were significantly increased by higher conduct disorder and lower social phobia ratings. Thus, in these students with EBD in an SCS, academic functioning was primarily affected by academic parameters, and by ADHD-I but not by other emotional/behavioral problems. These results can further inform the planning of academic interventions for many students with EBD.