bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of Exercise on Selected Classroom Behaviors of Behaviorally Disordered Adolescents
Authors: Evans William H. , Evans Susan S. , Schmid Rex E. , Pennypacker H. S.
Published: March 2018

This study was an attempt to determine the effect of physical activity on the classroom behavior of behaviorally disordered adolescents. A review of the literature suggested a long held belief that vigorous exercise is related to improved behavior and emotional status. Jogging and outdoor reading sessions were participated in by 6 behaviorally disordered sixth, seventh, and eighth graders; 3 of these subjects also engaged in winning and losing football contests. Dependent measures included teacher ratings, the rate and number of talk-outs, and percentage of problems completed per class session. An examination of the data indicated that a decrease in talk-outs and increase in teacher ratings and problems completed were associated with vigorous exercise. The results of this investigation suggest that physical activity may be valuable therapeutic technique to use with behaviorally disordered youth.
Underidentification of Preschool Children at Risk for Behavioral Disorders
Authors: Beare Paul L. , Lynch Evelyn C.
Published: March 2018

Federal legislation (PL 94-142) has placed the responsibility for the identification, screening, assessment, and placement of young children exhibiting or at risk for learning, behavioral, and/or cognitive problems with the local public schools. It is children who exhibit mild to moderate delays or differences in the area of social development that are often difficult to identify through the yearly preschool screening efforts common to most school systems. This study employed a comparison of students on a standardized behavioral checklist and follow-up observations to examine the underidentification of behavioral disorders in the preschool population attending licensed daycare settings. Results indicated that the profiles of children identified by their early education teacher as having behavior problems resembled the profiles of children in the same communities enrolled in early childhood special education for this problem. Observation of these target children in the daycare setting confirmed the teachers behavioral ratings. Changes in screening procedures and service delivery are discussed.
Research in Behavioral Disorders/Emotional Disturbance: A Survey of Subject Identification Criteria
Authors: Kavale Kenneth A. , Forness Steven R. , Alper Arthur E.
Published: March 2018

A survey of 323 research studies in behavioral disorders/emotional disturbance was conducted to determine the nature and prevalence of the behavioral disorders/emotional disturbance identification criteria used to select subjects. Five categories of behavioral disorders emotional disturbance were found. The two most popular methods of subject selection were based on either previous classification (or diagnosis) or psychometric procedures using various assessment instruments. These two methods accounted for 75% of the studies surveyed. Besides general categories, specific identification criteria were analyzed and were found to be either primary or secondary indicators. Finally, identification criteria were analyzed by discipline (i.e., education, psychology, medicine). These findings led to the conclusion that the behavioral disorders/emotional disturbance research literature presents a divergent picture with respect to the nature and prevalence of behavioral disorders/emotional disturbance, and reflects a lack of consensus regarding standard identification criteria. The consequences are found in the absence of narrowly focused behavioral disorders/emotional disturbance subject samples which interferes with the basic scientific processes of generalization and replication.
Academic Characteristics of Behaviorally Disordered and Learning Disabled Students
Authors: Scruggs Thomas E. , Mastropieri Margo A.
Published: March 2018

The academic performance of 1.480 behaviorally disordered and learning disabled children attending grades 1-3 was compared. Results indicated that differences in academic performance between behaviorally disordered and learning disabled students were trivial. In addition, supplementary analyses indicated that the two groups did not differ with respect to factor structure of achievement test performance, nor did they differ with respect to reading/math correlations. Implications with respect to cross-categorical education are discussed.
Maximizing the Effectiveness of Structured Classroom Management Programs: Implementing Rule-Review Procedures with Disruptive and Distractible Students
Authors: Rosenberg Michael S.
Published: March 2018

Structured classroom management systems such as token economies have been commonly employed in special education, remedial, and regular classrooms for the reduction of disruptive and socially inappropriate student behaviors. Still, many well-intentioned management plans do not achieve maximum effectiveness because several key prerequisites to a program's success are overlooked. The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multicategorical resource room. Results indicated that a brief daily review of the classroom rules can maximize the effectiveness of a well-planned and reliably implemented classroom management system. Compared to the token economy alone condition, the token economy with the daily review of the classroom rules resulted in an overall time-on-task improvement of 12% and a 50% reduction in the instances of disruptive talkouts. Additionally, it was found that the daily review of rules provided a greater number of opportunities to respond to be presented during lessons. Explanations and implications of these results are discussed in terms of instructional utilization and the need for planning for generalization and covertization.
Treatment of Self-Injurious Behavior Using Self-Control Techniques with a Severe Behaviorally Disordered Adolescent
Authors: Osborne Susan S. , Kiburz Cheryle Strobel , Miller Sidney R.
Published: March 2018

This study investigated the efficacy of a self-control technique to reduce the incidence of self-injurious behavior. The 15-year-old subject had a history of mumbling to himself; yelling, laughing, and cursing in class; rocking in his seat in class; and self-injurious behaviors such as hitting himself with a closed fist. The study was conducted in three different settings: regular mathematics and English classrooms and a behavior disorder resource room. Videotaping to promote self-monitoring by the subject was used in two of the settings, the resource room and the mathematics classroom. The student reviewed the videotape with the special education teacher in the resource room and expressed a desire to eliminate the target behavior as a result of the observation of the videotape. After assessing his own behavior using videotape, self-injurious behavior decreased sharply in the resource room but only slightly in the other two settings. Following treatment in the mathematics classroom, self-injurious behavior also decreased in both the mathematics and English classrooms.
Use of Medication in School Programs for Behaviorally Disordered Pupils
Authors: Epstein Michael H. , Olinger Ellen
Published: March 2018

The prevelance of behaviorally disordered pupils who receive psychotropic medication is remarkably high. Individuals who work with these pupils in educational settings need to be familiar with the drugs prescribed, their intended effects, and their unintended side effects. This article presents information on stimulants, antidepressants, antipsychotics, and lithium. Guidelines for teachers and other school personnel who work with students on medication are also provided.
A Group-Oriented Timeout Ribbon Procedure
Authors: Salend Spencer J. , Gordon Barbara D.
Published: March 2018

The present study was designed to evaluate the effectiveness of an interdependent group-oriented timeout ribbon procedure to decrease the inappropriate verbalizations of two groups attending a resource room. Results suggest that the grouporiented timeout ribbon is a viable and effective method of decreasing inappropriate behavior. Reasons for the effectiveness of this treatment procedure are discussed.
Truancy: Issues and Interventions
Authors: Schultz Robert M.
Published: March 2018

Truancy is a serious problem which demands the attention of teachers and other individuals who work with behaviorally disordered children and youth. Chronic absenteeism precludes the delivery of school-based treatment for maladaptive behavior, and may exacerbate personal and social maladjustment. This paper summarizes definitions of truancy, differentiates between truants and other nonattenders, and provides perspectives on truancy from the point of view of students, administrators, and social service providers. In addition, studies of truancy interventions are reviewed including methodological limitations and research suggestions.
Types of Service Delivery Models Used in the Reintegration of Severely Emotionally Disturbed/Behaviorally Disordered Students
Authors: Swan William W. , Brown Carvin L. , Jacob Robert T.
Published: March 2018

Results are reported on a study in which the reintegration of 382 severely emotionally disturbed/behaviorally disordered students into less restrictive programs was examined to determine (a) where the reintegrated students were placed along the continuum of services; (b) the extent to which the school groups of students were related to the types of placement; and (c) the type of exceptionality identified at the time of reintegration. Results indicate that the expected continuum of services (most to least restrictive) was reversed during the reintegrative process with the predominant placement being full integration followed in descending order by resource class and self-contained class placements. Over half (52%) of the preschool group were reintegrated directly into general education, while over a third of the elementary and middle school (34%) and high school (43%) groups were reintegrated directly into general education. Of those reintegrated into less restrictive special education settings, 56% continued as severely emotionally disturbed/behaviorally disordered students, indicating that most students are not reclassified with other handicapping conditions when they are reintegrated into less restrictive settings.
A Search for Variables Affecting Underidentification of Behaviorally Disordered Students
Authors: Center David B. , Obringer John
Published: March 2018

Recently, several factors possibly contributing to underidentification and underservice to students with behavioral disorders have been suggested. The present study sought to examine the variable of average per pupil expenditure, size of minority population, and learning disabilities service level across states designated as high behavioral disorders service states and low behavioral disorders service states. Results show that no statistically significant difference between these two groups of states was found on any of the three variables examined. While a wide range of variability (.03 to 3.09%) in service level to students with behavioral disorders was found among the 50 states and the District of Columbia, the analysis does not support any of the variables tested as explanations for the observed variability. Finally, implications of the findings of the study and possible explanations for the observed variability are discussed.
Transporting Behaviorally Disordered Adolescents: A Descriptive Analysis
Authors: George Michael P. , George Nancy L.
Published: March 2018

The purpose of this paper is to share the results of an observational study conducted on the frequency and severity of misbehaviors of 98 behaviorally disordered adolescent students as they rode school buses to and from a self-contained, day-school program for an entire year. Events promulgated by the Board of Education during that year allowed data to be collected on the same students on two different transportation arrangements: mainstreamed and categorical. Misbehaviors were classified and recorded according to types. As a measure of impact upon school personnel, the type and frequency of interventions employed by them during the year are also reported. Results indicate a tremendous increase in students' misbehaviors and subsequent interventions during the period of categorical transportation.
First- and Second-Order Factor Analyses of the Behavior Problem Checklist with Behaviorally Disordered Pupils
Authors: Luebke Jerry , Epstein Michael H. , Cullinan Douglas
Published: March 2018

Teacher completed Behavior Problem Checklists on 730 behaviorally disordered pupils were subjected to first- and second-order factor analyses. The first-order factor analysis replicated prior research with the BPC; the second-order analysis replicated findings with other instruments. Sex and age comparisons were examined in relation to the two broad-band factors that were identified.
Social Interaction Research and Families of Behaviorally Disordered Children: A Critical Review and Forward Look
Authors: Fox James , Savelle Sarah
Published: March 2018

This article critically reviews research on the social interactions of behaviorally disordered children with family members. Behaviorally disordered children are in part characterized by their difficulty in establishing or maintaining positive social relationships. This includes conduct disordered, socially withdrawn, and autistic children. Most applied research on social development has been conducted in educational settings. Yet, parents and siblings are typically acknowledged as the earliest and one of the most enduring influences on children's social development. Descriptive and intervention research that includes direct observational measures of social interaction between behaviorally disordered children, their siblings, or parents are reviewed. Two princiipal questions are addressed: (a) To what degree have these research studies shown that behaviorally disordered children exhibit deficits in positive interaction with family members when compared to nonhandicapped children and their families; and (b) what interventions have been shown to be effective in increasing positive interaction between behaviorally disordered children and their families? Issues and questions for future research in this area are discussed.
Social Interaction Training for Preschool Children with Behavioral Disorders
Authors: Mcevoy Mary A. , Odom Samuel L.
Published: March 2018

The importance of early peer interaction for the development of positive outcomes on adult life adjustment measures has been well documented. Children who do not engage in social interaction, or do so at a depressed rate, do not have access to this avenue for skill development. The purpose of this article is to provide an illustrative review of the most recent advances in social interaction research for children who exhibit a wide range of behavioral disorders. Specifically, teacher-mediated, peermediated, and interpersonal problem-solving approaches to promoting social interaction are presented. In addition, factors which affect social interaction training such as type of activities, presence of socially competent peers, and subject characteristics are discussed. Finally, suggestions for further research are advanced.
Social Interactions of Behaviorally Disordered Children and Youth: Where Are We and Where Do We Need to Go?
Authors: Simpson Richard L.
Published: March 2018

The purpose of this article is to react and respond to the concepts, ideas, and suggestions of the authors who contributed to this special issue of Behavioral Disorders. In particular, trends in developing social interaction skills of behaviorally disordered pupils are identified and discussed, including the educational and psychological importance of social interaction skills and current training issues and procedures. Suggestions for future social interaction research and program development are also identified and discussed.
The Availability of Program Descriptions among Programs for Seriously Emotionally Disturbed Students
Authors: Grosenick Judith K. , George Nancy L. , George Michael P.
Published: March 2018

This article addresses the value of program descriptions for the field of serious emotional disturbance/behavioral disorders and presents data collected on the availability of written programs for this population of students. The development and field testing of instrumentation used to collect these and other data on the characteristics of district-wide programs for seriously emotionally disturbed children and youth are described. The availability of program descriptions was assessed in eight areas: philosophy, student needs and identification procedures, student and program goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation. Findings indicated that relatively few comprehensive program descriptions are available to program planners and developers in the field of behavioral disorders, leading to a conclusion similar to one drawn by other writers with regard to the availability of program descriptions in the professional literature — while many high quality programs are likely to exist in the field they have not been adequately described on paper.
Nonhandicapped Peers as Multiple Exemplars: A Generalization Tactic for Promoting Autistic Students' Social Skills
Authors: Gunter Philip , Fox James J. , Brady Michael P. , Shores Richard E. , Cavanaugh Kyle
Published: March 2018

Two socially withdrawn autistic boys were subjects of this study. A teacher prompt and praise procedure was applied sequentially across dyads composed of a subject and a nonhandicapped peer. Direct observation assessed changes in subjects' social behavior during these structured play sessions and again during later free-play generalization sessions. Results indicated that, as the training procedure was applied across each of the first three nonhandicapped peers, both subjects increased their interactions with those peers. One subject spontaneously began to interact with the nonhandicapped peers not yet involved in training as well as with the nonhandicapped peers in the later free-play session. No reliable changes were obtained in subjects' interactions with their autistic classmates.
Use of Time by Teachers of Behaviorally Disordered Students: A Replication
Authors: Zabel Robert H. , Peterson Reece L. , Smith Carl R.
Published: March 2018

To help evaluate the operation of the least restrictive environment mandate, the use of time by resource teachers and self-contained classroom teachers of behaviorally disordered students was examined. Teachers from three states were asked how much time they typically spend each week in teaching, evaluation, preparation and planning, consultation and indirect services, and other activities. Data for the two groups were compared with one another and with data collected 5 years earlier. No significant differences were found between resource and self-contained classroom teachers, and no changes were apparent in their use of time between 1980 and 1985. Interpretations for the absence of differences between the two delivery models include inadequate preparation of teachers to serve in different roles, administrative barriers, and preferred teaching roles of teachers of the behaviorally disordered. Suggestions for addressing these factors are offered.
Rewards Common to the Classroom Setting: A Comparison of Regular and Self-Contained Room Student Ratings
Authors: Martens Brian K. , Muir Katherine A. , Meller Paul J.
Published: March 2018

The present study identified rewards common to both regular and special education classrooms and compared ratings of these reinforcement alternatives between handicapped and nonexceptional students. A 12-item questionnaire assessing the desirability of various rewards identified previously in a pilot study was completed by 72 subjects. Results indicated that ratings by nonexceptional students in regular classroom settings did not differ significantly from those of their handicapped peers in self-contained room placements. Rewards rated as most desirable by both groups were the receipt of good grades and free time privileges for work completion. Results are discussed in terms of programing for the generalization and maintenance of behavior change between special and regular education settings.
A Level System for Managing Problem Behaviors in a High School Resource Program
Authors: Mastropieri Margo A. , Jenne Tina , Scruggs Thomas E.
Published: March 2018

Although the use of level systems as a behavior management technique has been described for at least 20 years, few reports have described the use of a level system in a resource setting, and fewer yet have provided supporting efficacy data for the level system. This paper describes two variations of a level system for a high school resource program for behaviorally disordered adolescents, and provides results of an evaluation of this program. Participating in the first level system that was instituted during a resource English class were 15 behaviorally disordered and learning disabled students, while 4 behaviorally disordered and learning disabled students participated in the second variation. Evaluation data indicates a decrease in disruptive and off-task behaviors and an increase in task completion during implementation of the level system. Implications for wider use of level systems within resource rooms in public schools are discussed.
What Happens after Special Education: A Statewide Follow-up Study of Secondary Students who have Behavioral Disorders
Authors: Neel Richard S. , Meadows Nancy , Levine Phyllis , Edgar Eugene B.
Published: March 2018

Recently there have been several follow-up studies of students who have exited special education programs (Hasazi, Gordon, & Roe, 1985; Mithaug, Horiuchi, & Fanning, 1985). These studies raise an interesting question: How well have special education programs prepared the youth they were designed to serve? This study reviews findings concerning the postschool adjustment of 160 students who were labeled behaviorally disordered at graduation from public school in the state of Washington between 1978 and 1986.
Family Management Correlates of Antisocial Behavior among Middle School Boys
Authors: Ramsey Elizabeth , Walker Hill M.
Published: March 2018

This study examined the family management practices of parents of antisocial and non-antisocial boys. Serving as subjects for the study were 80 fourth-grade boys and their families involved in an extensive longitudinal investigation. Parent management practices including discipline, monitoring, positive reinforcement, involvement, and problem solving were compared. The two groups also were compared across a number of family status variables. Study results indicated between-group differences also were obtained for the status variables associated with adult relationship(s) in the home and father criminal record. Study outcomes are discussed in terms of parent and family contributions to antisocial behavior.
Social Skills and Family Climate of Behaviorally Disordered Adolescents
Authors: Margalit Malka , Weisel Amazia , Heiman Tali , Shulman Shmuel
Published: March 2018

The social skills structure of behaviorally disordered adolescents was investigated in relation to their family climate and school competence and adjustment. The sample consisted of 109 male adolescents — 53 behaviorally disordered and 56 nondisabled students. The instruments were the Hebrew adaptations of the Social Skills Checklist, the Family Environment Scale, and the Classroom Behavior Inventory. The comparison between the factorial structure of the behaviorally disordered and the nondisabled responses show that the behaviorally disordered adolescents reported a global social skills concept, whereas their controls revealed a more differential concept. A significant difference was found between the two groups' perceptions of family climate: The behaviorally disordered adolescents viewed their families as more cohesive and organized, more emphasizing of the achievements and independence of the family members, and less enabling the expression of emotions. Teachers' perceptions of their behaviorally disordered students' social skills were also compared with the behaviorally disordered adolescents' self-reports, and significant differences were found. The teachers perceived a differential structure of skills, whereas the adolescents reported a global profile of higher functioning. Aspects of classroom behavior style and family climate were the best predictors of the social skills. Intervention planning should attend to the multivariate nature of social skills.
Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers
Authors: Clark Linda A. , Mckenzie Hugh S.
Published: March 2018

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.
Agreement among Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children
Authors: Simpson Robert G.
Published: March 2018

Using the Revised Behavior Problem Checklist, the behavior of 95 middle school children was rated by two groups of teachers. Pearson correlation coefficients indicated a low degree of relationship between ratings by the two groups. Teacher ratings for each child were then recoded as 1 (normal). 2 (mildly deviant), or 3 (highly deviant). The number of cases in which both groups agreed in identifying deviant children was determined. Results indicate little agreement between the two groups of teachers in identifying children who were either mildly deviant or highly deviant. Several recommendations are offered concerning the use of behavior rating checklists in the diagnostic process.
Teacher Tolerance Ratings on Problem Behaviors
Authors: Landon Tracy , Mesinger John F.
Published: March 2018

A modified 36-item version of the Disturbing Behavior Checklist was used to examine the dimension of frequency in teachers' judgments about willingness to tolerate inappropriate behaviors in regular classrooms. Two samples of clinical teachers were asked to respond to the scale developed to explore this dimension: teachers in regular classes judging for themselves and special education teachers predicting how the generality of regular teachers might respond. The two groups differed on only 4 of the 36 behaviors. Three additional questions about tolerance of the addition of seriously emotionally disturbed children to mainstream classes were posed and no significant differences between groups were found. It was concluded that teacher opinions on these questions are worthy of respect and that the dimension of frequency of behavioral disorders should be examined in subsequent research.
Can a Single-Classroom Treatment Approach Change Academic Performance and Behavioral Characteristics in Severely Behaviorally Disordered Adolescents: An Experimental Inquiry
Authors: Miller Madeline , Miller Sidney R. , Wheeler John , Selinger Jim
Published: March 2018

This study demonstrates that the use of cognitive behavior modification components, including self-instruction and self-monitoring, led to increased academic performances. Further, the second experiment demonstrates that the academic skill improvement also led to a reduction in inappropriate classroom behaviors. The subjects were two institutionalized adolescent males with identified severe behavioral disorders. The first subject displayed academic deficits in the area of mathematics. He also demonstrated several inappropriate classroom behaviors during the performance of math tasks which included clenched fists, closed eyes, crying, refusals to work, and guttural noises. The second subject's most severe academic and behavioral problems occurred during reading. His inappropriate classroom behaviors included excessive yawning, sleeping, off-task verbalizations, rocking in his seat, and staring into space. The treatment package in each experiment was comprised of self-instructional training which focused on the academic problems. Both subjects demonstrated improved academic performances. Informal observations of Subject 1 suggested that a reduction in inappropriate behaviors coincided with the improved academic performance. Behavioral data were collected on Subject 2 and the results demonstrated that the inappropriate behaviors were reduced as academic performance increased.
The Association of External Locus of Control, Nonverbal Processing Difficulties, and Emotional Disturbance
Authors: Nowicki Stephen , Digirolamo Ann
Published: March 2018

The purpose of the present study was to test assumptions derived from Nowicki and Duke that suggest an association among external control expectancies, nonverbal processing deficits, and emotional disturbances. Locus of control scales and a test of nonverbal decoding skills were completed by 20 emotionally disturbed and 20 nondisturbed subjects between the ages of 9 and 11 matched for age, sex, race, intelligence, and socioeconomic level. As predicted, it was found that an external locus of control and poorer performance in decoding voice tone and combined voice tone and facial expression were associated with emotional disturbance. Implications for teaching and remediation are discussed.
The Influence of Instructions on the Ratings of Problem Behaviors
Authors: Garber Malcolm , Newton Stephen J.
Published: March 2018

In this replication of Wickman's classic study which compared a group of teacher ratings about problem behaviors with those of mental health professionals, two sets of instructions were administered to both groups. One set of instructions focused attention on problem behaviors that would impact on current classroom management. The other set of instructions spotlighted behaviors that would be detrimental to future personality development. There were 189 teachers in one group while 187 were randomly assigned to a second group with different instructions. Both groups of 89 mental health workers were also given the same instructions as each of the teacher groups. A statistically significant difference between teachers and mental health workers emerged (p < .001). Main effects for instructions were not statistically different. However, a statistically significant interaction (p < .01) emerged. Though teachers seemed to maintain their ratings of behavior problems despite the instructions, mental health workers regarded different sets of problem behaviors to be more important depending on which set of instructions they were provided. Teachers were more consistent in rating acting-out types of behavior problems. This study lends support to the idea that teacher ratings of problem behaviors may be more relevant than previous Wickman studies have indicated.
Suspension and Expulsion of Handicapped Students: National Trends and the Case of Virginia
Authors: Katsiyannis Antonis , Prillaman Doug
Published: March 2018

The purpose of this study was to determine the nature of written policies regarding suspension and expulsion of handicapped students in local education agencies in Virginia. Existing policies were examined in light of six components derived from the review of federal legislation, litigation, and model policies from other states. In addition, responses to a questionnaire were summarized and analyzed to enhance understanding of the use of these procedures with exceptional students in Virginia. Synthesis and refinement of this information produced components of a model procedure that reflects up-to-date trends in disciplining exceptional students.
Comparison of Teacher-Rated Achievement Levels of Behaviorally Disordered, Learning Disabled, and Nonhandicapped Adolescents
Authors: Luebke Jerry , Epstein Michael H. , Cullinan Douglas
Published: March 2018

Teachers rated the achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents in four different academic areas: reading recognition, reading comprehension, arithmetic, and written expression. Comparisons across the three groups revealed that behaviorally disordered and learning disabled adolescents were seen as performing significantly below expected levels of achievement. Differences found between behaviorally disordered and learning disabled students' rated achievement appeared to depend upon particular age levels. Results are discussed in terms of the instructional needs of behaviorally disordered and learning disabled students.
Community Colleges and Individuals with Emotional Disorders
Authors: Mcafee James K.
Published: March 2018

Many children with emotional disorders continue to experience interpersonal difficulties when they become adults. Emotional and behavioral problems result in low levels of participation in postsecondary education, suppressed achievement, and eventual underemployment. To determine how postsecondary educational programs accommodate the needs of individuals with emotional disorders, 200 community colleges were surveyed. From the 137 surveys returned, it was determined that individuals with emotional disorders have been identified on most campuses (77.4%). In addition, 83% of the respondent colleges provide services for students with emotional disorders. The large majority of respondents reported a desire to serve adults with emotional disorders but funding limitations and priority conflicts place restraints on service expansion.
Use of a Self-Recording Procedure to Decrease the Time Taken by Behaviorally Disordered Students to Walk to Special Classes
Authors: Minner Sam
Published: March 2018

A multiple-baseline across subjects design was used to assess the efficacy of a self-recording procedure on the ability of three behaviorally disordered students to walk directly from their regular classes to their special education class. Students were asked to press a button located near the door of their resource class which activated a digital stopwatch in the resource room. Students pressed another button in the resource room which stopped the stopwatch. Students chose from an array of reinforcers dependent upon the number of days per week they had walked from their regular classes to the resource class in a specified time or less. Results indicated that the self-recording procedure in conjunction with the reward system was effective in increasing the number of days the students walked from their regular classes to the resource class in an expeditious manner.
Concomitant Learning Disabilities and Learning Problems among Students with Behavioral/Emotional Disorders
Authors: Fessler Marjorie A. , Rosenberg Michael S. , Rosenberg Leon A.
Published: March 2018

The presence of concomitant learning disabilities/learning problems in students with behavioral disorders/emotional disturbance was examined in the present study. The 124 subjects, admitted to the Inpatient Child Psychiatry Unit of The Johns Hopkins Hospital for behavioral/emotional problems, ranged in age from 5 years, 1 month to 15 years, 5 months. Individual evaluations of each subject were conducted in which tests of aptitude and academic achievement were administered. Of the 124 students, 38% were identified as having learning disabilities and an additional 17.8% as having learning problems. The majority of the identified students with learning disabilities had deficiencies in all content areas assessed; subjects with learning problems had deficiencies in all reading and/or language areas. The distribution of learning disabilities/learning problems as a function of age suggests that the incidence of learning disabilities among students with behavioral disorders/emotional disturbance decreases as age increases, but that incidence of learning problems remains stable regardless of age groupings. Differences were also found in the categorical referents applied to subjects prior to and subsequent to their hospitalizations. Implications of these results are discussed in regard to (a) categorical versus cross-categorical classification, (b) the validity of categorical referents used by school and hospital settings, and (c) issues related to the design of educational interventions for students with learning and behavior problems.
Public School Services for Behaviorally Disordered Students: Program Practices in the 1980s
Authors: Grosenick Judith K. , George Nancy L. , George Michael P. , Lewis Timothy J.
Published: March 2018

In a previous article, a conceptual scheme for describing and evaluating programs in behavioral disorders was presented. Using instrumentation based on that conceptual scheme, 145 special education administrators in 27 states were surveyed about current educational practices in public school programs for children with behavioral disorders. Results of the survey are presented under four broad headings: student identification practices, service delivery, student exit procedures, and program evaluation practices. Findings indicate that student identification procedures appear to be fairly well developed within programs, while student exit and evaluation practices are less formalized. Curriculum and behavior intervention practices vary widely within and across districts, although the emphasis is on changing students' behavior performance. A discussion of the “state of the art” in educational practices is presented.
Philosophy, Instructional Methodology, Training, and Goals of Teachers of the Behaviorally Disordered
Authors: Beare Paul L.
Published: March 2018

The field of behavioral disorders encompasses a variety of conflicting or opposed conceptual approaches and a range of intervention techniques stemming from these approaches. This study reports a survey of teachers of the behaviorally disordered, describing and comparing their conceptual approach, employed intervention techniques, and the goals they hold for their students. Though some relationship was found between theoretical approach and methodology there was little relationship between goals and philosophy or methodology. Teacher training was found to be less than comprehensive concerning possible interventions and many teachers report using techniques not included in their pre-service training program. Recommendations are made concerning improvement of training and development of a more unified philosophy for serving students with behavioral disorders.
A Validation of Social Skills for Students with Behavioral Disorders
Authors: Meadows Nancy , Neel Richard S. , Parker Gerilyn , Timo Kimberly
Published: March 2018

Secondary students with behavioral disorders, regular education secondary students, secondary teachers of students with behavioral disorders, regular education secondary teachers, and parents of both student populations from the states of Washington, Iowa, and Colorado were asked to complete the Adolescent Social Skills Survey (Walker, Todis, Holmes, & Horton, 1988). The survey consists of 48 items about how adolescents relate to themselves, to other adolescents, and to adults. Overall, all groups thought all items on the survey were important. As a group, students with serious behavioral disorders rated interpersonal skills higher than other skills on the survey; However, these same students consistently rated all items lower. These students also rated compliance and cooperation skills as less important than the two teacher groups. Discussion centers around the implications these results have on programing for seriously behaviorally disordered students, with future needs being directed toward developing a functionally valid list of critical social skills.
A Review of Self-Management Outcome Research Conducted with Students who Exhibit Behavioral Disorders
Authors: Nelson J. Ron , Smith Deborah J. , Young Richard K. , Dodd John M.
Published: March 2018

A review of self-management outcome research conducted with children and youth who exhibit behavioral disorders is presented. As indicated by the moderate to large treatment effects, self-management procedures have been shown to be effective in promoting the social and academic behaviors of children and youth who exhibit behavioral disorders. Further, the obtained treatment effects appear to be durable and suggest that such procedures may be a viable option to externally managed programs. The findings also suggest that the treatment effects fail to generalize unless the procedures are systematically programed.
A Review of Cognitive-Behavioral Interventions for Children and Adolescents with Behavioral Disorders
Authors: Ager Christina L. , Cole Christine L.
Published: March 2018

In an effort to extend a previous review by Gresham (1985) 20 studies using cognitive-behavioral interventions to influence social behavior were critically reviewed. These studies were classified under two broad categories of social skills and social problem solving. To evaluate these studies, six criteria were used: subject characteristics, treatment specification, outcome measures, experimental design, generalization and maintenance, and cost effectiveness. Issues raised by Gresham are addressed as they pertain to the current research.
Working Conditions of Teachers of Students with Behavioral Disorders: A National Survey
Authors: Mcmanus Mary E. , Kauffman James M.
Published: March 2018

The purpose of this study was to examine the working conditions of teachers of students with behavioral disorders. A questionnaire was mailed to a randomly selected national sample of classroom teachers who are members of the Council for Children with Behavioral Disorders. Demographic information and responses to a variety of questions related to classroom conditions, perceptions of collegial and administrative support, job satisfaction, and professional judgment regarding student placement were provided by 402 respondents including 259 teachers of self-contained classes and 120 resource teachers. The results indicate that teachers of students with behavioral disorders (a) work in a highly demanding setting, (b) work in relative isolation, (c) are moderately satisfied with their job, and (d) are least willing to accept additional students with socialized aggression and conduct disorder. Given the results, several points to consider in advocacy for teachers of students with behavioral disorders are discussed.
Problems and Promises in Special Education and Related Services for Children and Youth with Emotional or Behavioral Disorders
Authors:   The Peacock Hill Working Group, Zabel Robert K. , Kauffman James M. , Lloyd John W. , Cook Lynne , Cullinan Douglas , Epstein Michael H. , Hallahan Daniel P. , Nelson C. Michael , Polsgrove Lewis , Sabornie Edward J. , Strain Phillip S. , Walker Hill M.
Published: March 2018

Recent critiques of special education combined with pressure for school reform may result in effective strategies and programs for students with emotional and behavioral disorders being overlooked in the press in favor of new approaches and radical restructuring. Using current data, members of the group examined several major problems confronting special education for such students. To prevent elimination of beneficial strategies, members together identified successful practices and programs that are available for use with these students. Then explored were factors that probably contribute to continuation of inadequate practices and recommendations were developed for improving educational practice, policy, research, and professional preparation. Group members believe that if the benefits of special education are to be extended to children and youth with emotional or behavioral disorders, reform efforts must incorporate these recommendations.
The Effects of Baker-Miller Pink on Physiological and Cognitive Behavior of Emotionally Disturbed and Regular Education Students
Authors: Gilliam James E.
Published: March 2018

Little systematic attention has been given to examining the effects of the color Baker-Miller pink on emotionally disturbed students, and research has yielded conflicting results. In this study two groups of students (14 emotionally disturbed students and 16 regular education students) were exposed to two experimental conditions with different visual stimuli — white and Baker-Miller pink. Group One was exposed to the white condition followed by the pink condition. Group Two was exposed initially to the pink condition followed by the white condition. Blood pressure, pulse rate, grip strength, and performance on the Digit-Symbol subtest of the WAIS-R were monitored under both experimental conditions. Multivariate analysis of variance revealed significant differences on systolic and diastolic blood pressure results but not on pulse, grip strength, nor the Digit-Symbol test. Caution is advised to persons considering using Baker-Miller pink for treatment of aggression, anxiety, and concentration.
Agreement among Teachers of Secondary Students in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior
Authors: Simpson Robert G.
Published: March 2018

Behavior of 120 secondary school students grades 9 through 12 was rated by two groups of teachers using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between raw score ratings provided by the two groups. Ratings were then recoded and placed into one of three categories: normal (recoded rating = 1), mildly deviant (recoded rating = 2), or highly deviant (recoded rating = 3). The degree of agreement between the two rating groups in identifying mildly deviant and highly deviant students was determined. Results indicated little agreement between the two groups. The significance of these results and their relationship to results obtained by previous investigators is discussed. Conclusions and recommendations are also provided.
A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students
Authors: Skinner Christopher H. , Ford Jane M. , Yunker Barbara D.
Published: March 2018

This study investigated the interaction between the topography and the rates or numbers of responses occasioned by an academic intervention. An adapted alternating treatments design was used to compare the effects of two cover, copy, and compare (CCC) interventions, one requiring written responses (WCCC) and the other requiring verbal responses (VCCC), on the written multiplication performance of two elementary school students. Equal amounts of time were allotted for the interventions. Although WCCC and assessment required written responses and VCCC required verbal responses, VCCC resulted in greater increases in written multiplication performance than WCCC for both subjects. VCCC also occasioned more than twice the number of opportunities to respond than WCCC. These results demonstrated how the CCC intervention could be improved by altering the topography of the required responses.