bluuebunny/crossref_metadata_2025 huggingface dataset:
A Survey of Classroom Teachers of the Emotionally Disturbed: Attrition and Burnout Factors
Authors: Lawrenson Gary M. , Mckinnon Archie J.
Published: March 2018

This study surveyed 33 teachers of the emotionally disturbed to obtain information to help in teacher recruitment, and to learn about teacher attrition and burnout. Information was gathered through a survey questionnaire and structured telephone interviews. The major findings of the study are: 1. The attrition rate of 48% over a three-year period seemed high, but was comparable with rates found in other studies. 2. The major reason teachers cited for leaving the job was the same as the major dissatisfaction, “hassles with the administration.” 3. Teachers' major satisfaction was “relationships to students.” Teachers gained satisfaction from positive, productive relationships with students. 4. Factors differentiating teachers who remained at their jobs from those who resigned were a higher number of B.A. degrees and full certifications, along with certain job satisfactions including a greater amount of administrative support, staff support, and recognition for a job well done. The conclusions are that (a) the attrition rate for teachers of emotionally disturbed students is high; and (b) administrators and supervisors need to be aware of the significant impact they have upon the job satisfactions, dissatisfactions, and attrition of teachers of emotionally disturbed students.
A Study of Attitudes toward Hyperkinesis Using Q Methodology
Authors: Stevens Gwendolyn , Gardner Sheldon
Published: March 2018

To assess teachers' conceptual frameworks concerning hyperkinesis, 43 elementary school teachers Q-sorted 50 statements concerning various aspects of the hyperkinetic syndrome. Analysis of the data revealed three different conceptual frameworks, or factors, among these teachers. A discriminant analysis of the 50 statements indicated the unique characteristics of each of the three groups of teachers. The factors obtained suggested that although teachers do not differ from each other in their definitions of the behavioral aspects of this disorder, there are important and consistent differences in their conceptions of the underlying causes of hyperkinesis.
A Methodological Analysis of Self-Control in Applied Settings
Authors: Albion Fred M.
Published: March 2018

This article presents a methodological analysis of 26 self-control investigations conducted in classroom settings. Self-control procedures include self-instructions, self determination of contingencies, self-evaluation, self-goal setting, and the self-determination and/or administration of external reinforcement. These studies are compared and described in terms of subjects and settings, dependent and independent variables, measurement systems, research design, and factors limiting experimental control. Implications for future research are discussed in light of the strengths and weaknesses of the experimental manipulations and outcomes.
Diagnostic Schooling for Children or Adolescents with Behavioral Disorders
Authors: Forness Steven R.
Published: March 2018

Dissatisfaction with traditional diagnostic evaluations and conventional means of distinguishing between different types of handicapping conditions has led to consideration of alternate ways to assess classroom needs for children with behavioral disorders. Experience with short-term evaluation of children admitted to a psychiatric hospital has served as the basis for development of a diagnostic school model. It is designed to apply not only to those children normally considered behaviorally disordered but also to a variety of other children, ranging from severely mentally retarded to gifted, who present behavior problems. Based on six developmental continua, the program includes a 2-month period of classroom teaching to determine a child's or adolescent's readiness for eventual placement in a variety of regular or special classrooms. It further provides a means whereby interdisciplinary evaluation can be brought to bear on recommending approaches for both the antecedents and consequences of classroom behavior and learning problems.
Classroom-Based Intervention for Students Exhibiting Depressive Reactions
Authors: Schloss Patrick J.
Published: March 2018

Social learning constructs which provide discrete yet complimentary views of the etiology of reactive depression have been advanced in the psychological literature. These viewpoints which include learned helplessness, social skill deficits, and coercive reinforcement patterns offer major implications for classroom practice. This article reviews the literature pertaining to learning theory explanations of reactive depression. Implications for classroom management and future research are provided.
The Versatility of Paraprofessionals in Progams for Children with Behavioral Disorders
Authors: Frith Greg H. , Armstrong Steve W.
Published: March 2018

The employment of paraprofessionals in all areas of special education has increased substantially during the last decade. The purpose of this article is to focus attention on the versatility of these personnel in programs for behaviorally disordered students. Roles described relate to diagnosis, monitoring student progress, behavior management, instruction, classroom support, mainstreaming, use of community resources, and parent counseling. In addition, specific job assignments that should not be assigned to paraprofessionals in behavioral disorders are identified.
A Model of Stress and Burnout among Teachers of Behaviorally Disordered Students
Authors: Zabel Robert H. , Boomer Lyman W. , King Tom R.
Published: March 2018

A dynamic, interactive model of stress and burnout among teachers of behaviorally disordered students is proposed. The model postulates that burnout may result from a discrepancy between these teachers' expectations and the school experience. Stress and burnout are portrayed along a continuum of positive to negative interactions between the teachers and job-related factors. A mismatch between expectations and the perceived reality of the job can lead to a repeated cycle of unsatisfactory school experiences, unpleasant feelings, behavioral manifestations of those feelings, and the negative reactions of others.
The Types of Data Used in Identifying Public School Students as Behaviorally Disordered
Authors: Mcginnis Ellen , Kiraly John , Smith Carl R.
Published: March 2018

To determine the types of data used in identifying behaviorally disordered students, files of 45 elementary school students were reviewed during a 21-month period. This review shows that the majority of the identified data used by the staffing teams to make eligibility decisions were related to the behavioral and social aspects of the child. An important conclusion from this study is that appropriate and comprehensive assessment practices for identifying students with behavioral disorders appear to be lacking within some public school settings.
The Effects of a Self-Control Technique on Eliminating Three Stereotypic Behaviors in a Multiply-Handicapped Institutionalized Adolescent
Authors: Morrow Lonny W. , Presswood Sylvia
Published: March 2018

A multiple baseline-across-behaviors design was employed to assess the efficacy of a self-control procedure in eliminating three stereotypic behaviors of a 15-year-old behaviorally disordered, deaf, institutionalized male student. The student was taught to self-assess, self-reinforce, and self-record his behavior. The self-control procedure eliminated two of the three target behaviors and significantly reduced the rate of the third. In addition, probes indicated that treatment effects had generalized to four other school-related environments. Advantages of use of the procedure are discussed.
Addressing the Needs of School Failures in a Delinquent Population
Authors: Leschied Alan W. , Coolman Maureen , Williams Steven
Published: March 2018

The educational needs of 41 adolescents who appeared in Family Court and who were subsequently referred to the Family Court Clinic for assessment were examined. Characteristics of the students within group differences of the school population and impact of the school program were assessed. Findings indicated that the educational problems area was only one of many areas of difficulty for these adolescents. Other areas of the adolescents' life including both inter- and intrapersonal crises also contributed to undermining school achievement and attendance. Impact of the Clinic school placement, which emphasizes low student-teacher ratio, backup of social work and psychological personnel for counseling, and follow-up of students from the Clinic school back to regular school and specialized programs, was reflected in improved school attendance. Issues were discussed regarding the relationship between school failure and juvenile delinquency. Programs which emphasize the need for a close working relationship between school boards and the juvenile justice and children's mental health systems were emphasized in meeting the needs of this disturbed group of young persons.
Effects of Previewing on the Oral Reading of Mainstreamed Behaviorally Disordered Students
Authors: Rose Terry L.
Published: March 2018

An alternating treatments design was used to investigate the relative effects of two previewing procedures on oral reading: (a) silent previewing, which required the student to read silently the assigned passage prior to reading the passage aloud; and (b) listening previewing, in which the teacher read the assigned passage aloud while the student followed along silently prior to the student's reading the passage aloud. Five male elementary-aged behaviorally disordered learners participated in the study. Results indicated that both systematic previewing procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than the silent procedure. Neither previewing procedure was related to changes in error rates. Results are discussed further in terms of their implications for research and instruction.
Where Are We in the Education of Emotionally Disturbed Children?
Authors: Zabel Robert H. , Paul James L.
Published: March 2018

The major thesis of this paper is that some of the most dramatic gains in special education have been in the education of emotionally disturbed children. Unfortunately, the converse is equally true — some of the most pressing needs in special education are evident in this area. A minor, though significant, theme is that, while the field of emotional disturbance has perhaps the most shallow pedogogical roots of any category of exceptionality in special education, it has the deepest philosophical and psychological roots. This could be an asset in the present context of decline in support for professional schools of education. Other categorical areas of special education have had more primary affiliation with pedagogy, whereas the education of emotionally disturbed children has had more basic affiliation with psychology.

I will first discuss the strengths of the area and selected accomplishments and changes during the past 20 years — the approximate total history — as a significant area of education. I will then focus on some of the challenges and opportunities for growth.

My discussion of our strengths is divided into three parts: (a) maturing and change in our perspective, (b) areas in which we have been in the vanguard of special education, and (c) specific gains we have made.
Sexual Victimization of Children: A Current Perspective
Authors: Pettis Katherine W. , Hughes R. Dave
Published: March 2018

The following literature review broaches the subject of the sexual abuse of children by categorizing sexual victimization into the general areas of intrafamilial and extrafamilial sexual abuse. Generalizations are drawn from existing data regarding both victims and perpetrators. Sex and age related findings are discussed relative to victims while the analysis of incidence data paints a picture of the perpetrators of sexual abuse of children.
A Developmental View of Children's Behavioral Tolerance
Authors: Safran Joan S. , Safran Stephen P.
Published: March 2018

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.
Emotional Disturbance/Behavioral Disorders and a Delphic Approach to the Future
Authors: Carpenter Robert L.
Published: March 2018

This study uses a Delphi technique to estimate the likelihood of a set of change statements concerning emotional disturbance/behavioral disorders. Using a national random sample of 900 teachers, special education administrators, and school psychologists through two rounds of responses, estimates are made regarding the likelihood and the desirability of the condition represented by each statement occurring by the year 2000. Results are compared by variables of experience in the field, occupation, and level of educational attainment. Despite certain significant differences between groups the preponderant conclusion is that there is general agreement among the population surveyed regarding their expectations and sentiments about the future of the field.
Peer Tutoring with Behaviorally Disordered Students: Social and Academic Benefits
Authors: Scruggs Thomas E. , Mastropieri Margo A. , Richter Lori
Published: March 2018

The efficacy of tutoring programs involving behaviorally disordered students is reviewed. In general, it is concluded that tutoring with behaviorally disordered students (a) exerts a positive effect on academic functioning of the tutee, (b) under certain circumstances positively influences academic functioning of the tutor, and (c) can increase social relations of the tutoring diad and attitudes toward the content area being tutored. In contrast, anecdotal reports of improved general social functioning, including self-esteem, are not supported by available research evidence. In addition, relative academic or social benefits of tutoring compared with alternative intervention strategies are largely unknown. Although outcomes of tutoring programs have generally been positive, teachers considering using tutoring as an instructional alternative are advised to monitor expected results frequently to determine overall effectiveness.
Performance of Disturbed and Nondisturbed Boys on a Role Play Test of Social Competence
Authors: Hughes Jan N. , Hall Donald M.
Published: March 2018

A videotape-administered role play test of positive and negative assertion, the Behavioral Test of Interpersonal Competence for Children (BTICC), was administered to 17 emotionally disturbed and a matched sample of 17 nondisturbed boys ages 9-11 attending a nonurban school system. The two samples did not differ on mean age or IQ. Boys' role play responses to the videotaped narration and child prompt were scored from audiotapes for content, voice quality, latency, and number of words. The content of boys' responses to positive, negative, and combined assertion scenes as well as the incidence of inappropriate assertion (i.e., withdrawn or aggressive responses) on the negative assertion scenes differentiated the disturbed and nondisturbed boys. Two content scores entered into a significant discriminant function. The place of role plays in the assessment of boys suspected of behavioral or emotional disturbance is discussed. Future research is needed to determine the validity of the BTICC with more distinct clinical subgroups.
Application of a Sequential Prompt Reduction Technique to the Independent Composition Performance of Behaviorally Disordered Youth
Authors: Schloss Patrick J. , Harriman Nancy E. , Pfefier Keith
Published: March 2018

A systematic prompting system was used to increase the independent written language production of three behaviorally disordered students. The sequential prompt reduction technique involved four levels of prompts: self-initiating, motivational, content related, and literal. During baseline students received prompts in random order every 20 seconds until they started writing. In intervention the prompts were used in order from least to most intrusive. Also, the students recorded the average level of prompt and number of sentences produced each session. A multiple baseline across subjects design demonstrated that the procedure was effective in increasing the number of sentences produced as well as a decrease in the average prompt level for the three youths. Ratings by independent judges were significantly higher (p < .05) for compositions produced during intervention than for those produced during baseline. A follow-up demonstrated that the intervention effects maintained over a 60-day period.
Readability, Interest, and Coverage of 28 Textbooks on Education of Children with Behavioral Disorders
Authors: Maddux Cleborne D. , Candler Ann
Published: March 2018

Analyzed with the Flesch formula for reading ease and interest were 28 textbooks on the education of children with behavioral disorders and/or emotional disturbance. Reading levels were surprisingly low with one book in the “standard, grade 8 to 9” category, 8 in the “fairly difficult, grade 10 to 12” category, and the other 19 in the “difficult, college level” category; 11 of the books were classifed as “dull”, 15 as “mildly interesting”, one as “interesting”, and one as “highly interesting”. Textbook coverage on 25 topics was also analyzed and charted. Great disparity was found in the topics treated by the various authors. Near-unanimous coverage of the topic of behavioral theory was found, while coverage was sparse on the topics of normal development, counter theory, and motivation. Some of the textbooks were found to have inadequate subject and author indices and only 7 of the books contain a glossary.
An Analysis of Teachers' Prereferral Interventions for Students Exhibiting Behavioral Problems
Authors: Sevcik Bonita M. , Ysseldyke James E.
Published: March 2018

The results of two studies are reported in which regular classroom teachers' prereferral interventions (both proposed and actual) for students with behavior problems were examined. In addition, specific aspects of teachers' interventions (e.g., how long teachers intervened and how they measured the effectiveness of their interventions) were analyzed. Results indicated that teachers both proposed and actually used interventions that involved teacher-directed actions. Yet, the specific nature and actual effectiveness of the interventions are questionable. These findings are discussed in terms of a systematic prereferral intervention procedure with implications for the consultative role of the school psychologist.
Educational Programing for Children and Youth with Behavioral Disorders
Authors: Center David B.
Published: March 2018

In recent years, there has been a growing interest in the educational needs of children and youth with behavioral disorders and a growth in special education programs for these students. This growth is reflected in the steady increase in the national service level for this population. This paper presents a rationale for the use of an educational model for meeting the mental health needs of children and youth. The implications of the current definition of seriously emotionally disturbed students in PL 94-142 are examined relative to the programing needs of this population. The programing areas identified are discussed, and suggestions for programing approaches, materials, and resources are made.
Predictors of Child and Family Outcome in a Psychoeducational Day School Program
Authors: Baenen Randall S. , Glenwick David S. , Stephens Mary Ann Parris , Neuhaus Steven M. , Mowrey Joel D.
Published: March 2018

Child and family correlates of behavioral, academic, and family outcome in a psychoeducational day school program for children with severe behavioral disorders were examined. Judges rated clinical, academic, demographic, and discharge status variables from program files. Children and families significantly improved in functioning. Status at entry was the best predictor for behavioral and family outcome measures. Younger, nontruant children improved most during treatment, as did involved families of less disturbed children. The results support the primacy of clinical factors in predicting outcome, the desirability of early intervention, and the interdependence of child and family functioning.
Growing Out of Adolescence: Reflections on Change in Special Education for the Behaviorally Disordered
Authors: Zabel Robert H. , Kauffman James M.
Published: March 2018

Special education for the behaviorally disordered is characterized as at an adolescent stage of development. Seven characteristics of adolescence are discussed as they apply to special education: (a) overestimation of abilities and importance, (b) underestimation of needs, (c) misinterpretation of parents “withitness”. (d) lack of tolerance for ambiguity, (e) uncertain identity, (f) residual belief in magic and regret about loss of innocence, and (g) impulsivity and the desire for immediate gratification. Professional growth and maturity related to each of these characteristics is discussed.
A Probe Intermix Procedure for Fading Response Prompts
Authors: Billingsley Felix F.
Published: March 2018

This paper describes a probe intermix procedure designed to fade teacher-provided response prompts in situations in which learner responses should be self-paced. The probe intermix strategy requires the initial pairing of prompts and natural cues followed by a mix of prompted and probe (unprompted) trials within training sessions. The ratio of probe relative to prompted trials is then increased across sessions. An experimental demonstration of the procedure is presented and limitations are noted.
Using Microcomputer Simulation to Teach Classroom Management Skills to Preservice Teachers
Authors: Murphy Donna M. , Kauffman James M. , Strang H. R.
Published: March 2018

Recent advances in microcomputer technology have made it possible to simulate realistic classroom situations, thereby allowing preservice teachers to learn and practice a wide variety of fundamental instructional and management skills under controlled conditions. This study was undertaken to provide further evidence of the effectiveness of the misbehavior component of the Curry Simulation in training preservice teachers to use research-based classroom management techniques. Participating in two consecutive 10- to 20-minute simulation sessions in which they presented a spelling lesson to a group of software-defined “pupils” were 18 undergraduate students of regular and special education. Each subject received one or two types of information about classroom management between simulation sessions. Analyses of performance data revealed that the mean number of appropriate management responses made to computer-generated pupil talkouts increased significantly across simulation sessions while the mean number of inappropriate responses decreased significantly. The amount of time spent dealing with pupil misbehavior was also significantly reduced. Furthermore, effects were maintained at a 2- to 8-week follow-up session. No significant effects were found for type of management information provided to subjects between sessions or for selected subject variables. Limitations of the study and implications for program development are discussed.
The Effects of Reverse-Role Tutoring on the Social Acceptance of Students with Behavioral Disorders
Authors: Shisler Lenore , Osguthorpe Russell T. , Eiserman William D.
Published: March 2018

The objective of the study was to determine whether participating in reverse-role tutoring would improve nonhandicapped students' attitudes toward behaviorally disordered peers. A total of 88 students participated in the study; 6 fifth grade and 8 sixth grade aged behaviorally disordered tutors, 12 fifth grade and 16 sixth grade aged regular class tutees, and 46 fifth and sixth grade aged regular class students comprising two control groups. A pretest-posttest control group design was utilized to compare the responses made by tutees on a student attitudes questionnaire with the responses made by those in the control groups. Analysis of variance of the regular class students' pretest responses indicated that the behaviorally disordered students were less accepted than were regular class peers. Analysis of covariance showed that the tutees rated their behaviorally disordered tutors significantly higher than different-class controls. The tutees did not, however, generalize more positive attitudes toward a class of behaviorally disordered students with whom they did not have tutoring contact.
Reciprocity in the Pupil-Teacher Interactions of Autistic and Mildly Handicapped Preschool Children
Authors: Simpson Richard L. , Souris Lisa A.
Published: March 2018

The purpose of this study was to investigate the reciprocal interactions of autistic and mildly handicapped preschool children with their teacher. Four children from each of the diagnostic categories along with their teacher and classroom aide were observed. Observations were made via the use of a behavior observation instrument designed to monitor (a) the frequency of 15 target behaviors; (b) the direction of the interaction (i.e., received from or given to); and (c) whether the interaction was motor or verbal. The results indicate that the teacher/aide ignored most negative initiations, while responding reciprocally to most neutral initiations. Further, the students did not respond reciprocally to positive or negative teacher initiations. Results of the investigation are discussed in terms of their implications for current educational practice.
Reducing the Disruptive Behavior of Junior High School Students: A Classroom Self-Management Procedure
Authors: Smith Deborah J. , Young K. Richard , West Richard P. , Morgan Daniel P. , Rhode Ginger
Published: March 2018

The effectiveness of self-management procedures in reducing the disruptive and off-task behaviors of students in a special education resource classroom was assessed. Four junior high-aged students, three of whom were classified as behaviorally disordered and one as learning disabled, participated in the study. Results indicated that self-evaluation procedures implemented in the resource room reduced students' off-task and disruptive behaviors. Data collected concurrently in students' regular education classes showed little or no generalization of treatment gains from the resource room. Recommendations are offered for facilitating the generalization of the self-management skills.
The Effects of Jogging on the Rates of Selected Target Behaviors of Behaviorally Disordered Students
Authors: Yell Mitchell L.
Published: March 2018

The use of jogging programs to improve the classroom behaviors of behaviorally disordered students has received some attention in the literature. The present study investigated the effects of a jogging program on target behaviors exhibited by six elementary-aged behaviorally disordered students in a resource room setting. The dependent measure was direct observation of two target behaviors — talking-out and out-of-seat behaviors. The data indicate a decrease in the occurrence of both behaviors following jogging for five of the six students. The results of this investigation suggest that a jogging program can be a positive addition to an educational program for behaviorally disordered students.
Reducing Aggressive Behaviors in Special and Regular Class Settings by Training Alternative Social Responses
Authors: Knapczyk Dennis R.
Published: March 2018

The study investigated the relationship between setting events and the performance of aggressive behaviors by two junior high school special education students in three public school settings. The analysis of setting events revealed that aggressive behaviors followed interactions in which the students initiated greetings or made requests of peers and the peers ignored the greetings, denied the requests, or made a derogatory comment to the students. Videotaped exemplars of social situations were used to model, rehearse, and provide directed feedback of appropriate alternatives to aggressive behaviors. The results indicated that the intervention was effective in reducing the level of aggressive behavior and in improving the willingness of peers to interact with the students.
Needs of Parents and Families Whose Children Have Learning and Behavior Problems
Authors: Simpson Richard L.
Published: March 2018

This study was designed to assess parent service requests and services used by parents of learning and behavior problem children. Special education teachers also estimated those services they perceived that parents needed. Results revealed that the needs of parents of behaviorally disordered and learning disabled children differed within and between groups. In addition, teachers perceived parents to have needs in excess of those they use or request. Implications of the present study are discussed in relation to teacher training and service delivery systems.
Analysis of the Expressive Language Characteristics of Emotionally Handicapped Students in Social Interactions
Authors: Mcdonough Kathleen M.
Published: March 2018

Emotionally handicapped students are described as having difficulty forming peer relationships and achieving academically. Because language is critical to these areas, this research project described and compared the expressive language characteristics of nonhandicapped and emotionally handicapped 8- and 9-year-olds, as defined by the mean length of utterance and 13 discourse error categories. This study included 44 subjects, a group of 22 nonhandicapped and a group of 22 emotionally handicapped students. Following informal conversations, language samples (180 communication units for each subject) were transcribed, segmented into communication units, coded, and scored to determine the quality and quantity of discourse errors students made. Multivariate analysis of variance (MANOVA) was used as the primary statistical test of the data to compare group means on all the dependent variables simultaneously. Results indicate that there was a significant difference between the groups based on the expressive language characteristics considered in this study. The major findings are discussed and implications for education and for future research are also presented.
The Importance of Construct Validity: Alternative Models for the Assessment of Behavioral Disorders
Authors: Skiba Russell J.
Published: March 2018

Problems in the definition and conceptualization of behavioral disorders have created problems for both researchers and practitioners alike. The implications of these conceptual difficulties for assessment are considered in a quantitative synthesis of correlations between behavioral ratings and classroom observation. The results, based on 89 correlations drawn from 16 studies, suggest significant problems in the areas of construct and criterion-related validity of widely-used measures of social behavior. The mean correlation between teacher ratings and observations of similar behaviors was, 23. Although correlations were somewhat higher when broken down by behavior, analysis of a multitrait, multimethod matrix suggests that minimum requirements for convergent validity may not be met. These results appear to pose serious methodological difficulties for the models of assessment that stress individual pathology. An alternative “components of variance” model is proposed that appears to better account for social and contextual variables present in educational decision making.
An Ecological Perspective to Training Teachers of the Behaviorally Disordered: Where Are We Now?
Authors: Young Clifford C. , Gable Robert A. , Hendrickson Jo M.
Published: March 2018

This investigation examined the extent to which an ecological perspective is taught to teachers of the behaviorally disordered. Questionnaire data were obtained on 139 undergraduate and 144 graduate special education programs. Respondents provided information on course hours and field activities in six training areas common to an ecological approach. Results indicated that (a) components of an ecological approach are included in training programs for teachers of the behaviorally disordered; (b) the relative emphasis on both course hours and practice is similar for undergraduate and graduate trainees; and (c) variables that can be controlled in the classroom accounted for the bulk of the course hours and field-based activities. The data represent a quantitative standard against which future changes in programs may be measured. Future research should focus on the quality of teacher preparation and the relative importance of specific ecological components in preparing teachers to work with behaviorally disordered students.
Inquiry into the Commonality of Items from Seven Behavior Rating Scales: A Preliminary Examination
Authors: Bullock Lyndal M. , Wilson Michael J. , Campbell Robert E.
Published: March 2018

The literature suggests that there exists a need for fewer but more clearly defined subgroupings in behavior rating instruments. The present study focuses on the items from seven behavior rating instruments in an effort to organize the items conceptually into as few behavior clusters as possible. The procedures utilized extensive card sort activities and a panel of experts who examined each of the items and made decisions regarding subgroup placement of the items. The findings provide one way to organize behavior descriptors and thereby unify behavior rating as recommended by several authors. In addition, the classification of behaviors provides the field with a conceptual organization which may form the basis for future conceptual and empirical activities.
Life Space Interviewing: It can be Effective, but Don't…
Authors: Gardner Ralph
Published: March 2018

This article examines the pros and cons of life space interviewing (LSI) from a behavioral viewpoint. The ability of professionals to use successfully LSI is discussed. In addition, the role of feelings in behaviors will be examined. Behavioral reinforcement strategies and environmental conditions will be examined with the LSI. The desirable features of LSI are noted and some suggestions for improving the effectiveness of life space interviewing are made. It is suggested that LSI should be used as a proactive rather than a reactive strategy.
The Use of Corporal Punishment, Suspension, Expulsion, and Timeout with Behaviorally Disordered Students in Public Schools: Legal Considerations
Authors: Yell Mitchell L.
Published: March 2018

Few issues in the education of behaviorally disordered students have been as widely or hotly debated as the use of punishment to manage their behaviors. In addition to the empirical and ethical dimensions of this debate, vexatious legal questions have been raised, Unfortunately, legislation dealing with these interventions has not provided sufficient answers to these questions. However, decisions in four recent federal court cases — Honig v. Doe. Cole v. Greenfield-Central Community Schools, Hayes v. Unified School District No. 377, and Dickens v. Johnson County Board of Education — have dealt with the use of some reductive interventions with this population. These decisions will help clarify the appropriate use of the procedures litigated in these cases. The purpose of this article is to discuss and analyze these four cases as well as to explicate the legal status of the punishment procedures affected by the decisions rendered.
Social Maladjustment: An Interpretation
Authors: Center David B.
Published: March 2018

The exclusionary term social maladjustment in the definition of serious emotional disturbance, used for Public Law 94–142, has been an enigma for special education. This article is an attempt to make a reasonable and limited interpretation of social maladjustment. It is important that the interpretation of this term be limited because there is a growing effort to interpret social maladjustment in a very broad way to include all disorders of social behavior. The recent Honig v. Doe (1988) decision appears to be adding impetus to this effort. Exclusion of students with antisocial behavior problems from special education apparently appears to some to be a readily available way of retaining the power of expulsion over students with antisocial behavior. This article argues that such an interpretation is not appropriate and is not consistent with the intent of the serious emotional disturbance definition. In making this argument, the article also addresses some additional issues related to the current label and definition and briefly discusses identification and programing.
The Behavior of Self-Injury: A Brief Review and Analysis
Authors: Belfiore P. J. , Dattilio Frank M.
Published: March 2018

The purpose of the present review of self-injurious behavior is to analyze the origin and possible maintenance of the behavior. A number of behavioral hypotheses have been posited on the function of the behavior in self-injury, and the present manuscript reviews and analyzes the major hypotheses in the areas of operant contingencies, sensory contingencies, and/or biological variables. A brief review of definitions and prevalence of self-injurious behavior preclude the review of etiology. With the lack of any empirical data to definitively suggest a proven single explanation for the origin of self-injurious behavior, a hypothesis is forwarded which includes components from both the operant and biological domains.
Understanding and Reforming Moral Misbehavior among Behaviorally Disordered Adolescents
Authors: Blakeney Charles David , Blakeney Ronnie Ann
Published: March 2018

This article reviews the past research and principles for facilitating moral growth through group discussion and the theories of judgment-action discrepancies. It suggests that an approach which takes into account the moral claim the troubled child is “acting out” in moral misbehavior must be addressed if moral growth is to be fostered. The article suggests a model for reforming moral misbehavior which employs an intervention technique using the actual moral misbehaviors as the basis for both moral discussion and behavioral intervention to produce an effective change in moral behavior.
Reducing Aggressive Behavior and Improving Self-Control: A Cognitive-Behavioral Training Program for Behaviorally Disordered Adolescents
Authors: Etscheidt Susan
Published: March 2018

This study examined the effectiveness of a cognitive-behavioral training program in reducing aggressive behavior and increasing self-control in 30 behaviorally disordered adolescents. Measures were taken to determine (a) whether students participating in the training program exhibited fewer aggressive behaviors than students not involved in the training program, and (b) whether the addition of an incentive (i.e., externally controlled positive consequence) would increase the effectiveness of the training program. Participating students were observed to have significantly fewer aggressive behaviors and were rated as having significantly more self-control than those students not participating. The addition of an incentive for implementing the training strategies did not appear to increase the effectiveness of the training program. These findings are discussed with reference to future training programs and applied research.
Drug and Alcohol Exposed Children: Implications for Special Education for Students Identified as Behaviorally Disordered
Authors: Zabel Robert K. , Bauer Anne M.
Published: March 2018

Children who have been prenatally exposed to cocaine will soon be entering the educational system. This is occurring concurrently with a new awareness of the impact of fetal alcohol effects on children's learning. In this article, the literature on children prenatally exposed to drugs and alcohol is reviewed. The potential impact on the educational and social services systems is discussed. And implications for programing for children identified as behaviorally disordered are presented.
Classroom Instructional Characteristics in Attention Deficit Hyperactivity Disorder: Comparison of Pure and Mixed Subgroups
Authors: Forness Steven R. , Youpa Daniel , Hanna Greg L. , Cantwell Dennis P. , Swanson James M.
Published: March 2018

Recent proposed amendments to the federal special education law and proposed definitional changes in the seriously emotionally disturbed category suggest that attention deficit hyperactivity disorder may become an increasingly important diagnostic entity within the field of behavioral disorders. To examine the potential impact on special education programs, 30 boys with pure hyperactivity (i.e., no other associated diagnoses) and 41 boys with mixed hyperactivity (i.e., hyperactivity with conduct or oppositional defiant disorders) were examined as to their IQ and academic functioning. Academic function was measured both on psychoeducational tests and on curriculum-based probes. Findings suggest a great deal of heterogeneity on all measures along with some decrement in academic performance if conduct or oppositional disorder were also present. Decrements tended to be statistically significant, however, on only two of several measures given. Reading comprehension results are of particular interest as are the small percentage of subjects who potentially qualify as learning disabled. Implications for academic expectations and special education eligibility are discussed.
Correlates of the Academic Achievement of Adolescents with Behavioral Disorders
Authors: Foley Regina M. , Epstein Michael H.
Published: March 2018

The purpose of this study was to identify the correlates and predictors of the academic achievement of adolescents with behavioral disorders. A series of standardized assessment instruments designed to measure locus of control, study skills, and academic achievement were individually administered to 86 11- to 15-year-old behaviorally disordered students. Special education teachers completed a rating scale assessing each student's academic school survival skills. Pearson product-moment correlation coefficients were calculated between measures of survival skills, locus of control, and study skills and students’ achievement test scores and academic grade point average. Overall, student achievement test performance was significantly correlated with organizational skills and an internal locus of control orientation. IQ and organizational skills were identified as significant predictors of writing, arithmetic, reading, general facts, and overall academic achievement. Organizational skills was the only significant predictor of students’ special education grade point average. Two variables, organizational skills and age, were significant predictors of overall grade point average. No predictors were identified for mainstream grade point average.
Reflections on the New Definition for Emotional or Behavioral Disorders: Who Still Falls through the Cracks and why
Authors: McIntyre Thomas
Published: March 2018

The new federal definition for emotional or behavioral disorders improves upon the old criteria in many ways. However, a clause in that definition, intended to prevent overrepresentation of minorities, may instead deny services to many of these deserving pupils. In order to assure that the intent of the new definition is met, immediate action is needed at all levels of education.
Systematic Screening for Preschool Behavioral Disorders
Authors: Sinclair Esther , Del'homme Melissa , Gonzalez Maribel
Published: March 2018

Research in the area of behavioral disorders suggests chronic problems in the underreferral and underrepresentation of at-risk children. Systematic preschool screening procedures for identifying such students are conspicuous by their absence in both the professional literature and actual practice. The present study adapted the elementary version of Systematic Screening for Behavior Disorders (SSBD) to a select preschool Head Start population. Primary modifications of the SSBD were made in the decision rules determining which children pass through the multiple gated system to the next stage. A secondary modification was the elimination of Stage III observation of Academic Engaged Time (AET) because of its developmental inappropriateness for preschoolers. Of the Stage II subjects, 58% passed into Stage III peer social behavior observations and 5% of the Stage III sample was referred to child study teams for further assessment. Implications for further research with this population, utilizing large-scale field testing and validation procedures, are presented and discussed.
Aversive Stimuli in Academic Interactions between Students with Serious Emotional Disturbance and their Teachers
Authors: Gunter Philip L. , Denny R. Kenton , Jack Susan L. , Shores Richard E. , Nelson C. Michael
Published: March 2018

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.
Knowledge/Skills Needed by Teachers who Work with Students with Severe Emotional/Behavioral Disorders: A Revisitation
Authors: Bullock Lyndal M. , Ellis Lori L. , Wilson Michael J.
Published: March 2018

The purpose of the present study was to reexamine knowledge/skills statements that reportedly have been used in teacher preparation programs for teachers of students with emotional/behavioral disorders. Knowledge/skills statements, 201 arranged by 11 categories, were rated by 102 teachers of students with emotional/behavioral disorders as to importance, proficiency, and frequency of use. Means for all responses to the 201 statements as well as the weighted means for each of the 11 categories are reported. In addition, items that were similar to the knowledge/skills statements recently published by The Council for Exceptional Children are highlighted. Implications for teacher preparation are discussed briefly.
Language Disabilities of Antisocial Boys in Residential Treatment
Authors: Warr-Leeper Genese , Wright Nancy A. , Mack Alison
Published: March 2018

This article describes the language abilities of 20 boys aged 10 to 13 1/2 years who were admitted to residential treatment because of their significant and persistent antisocial behavior. Primary DSM-III-R diagnoses included oppositional/defiant disorder and conduct disorder. Of these boys, 80% carried the additional diagnosis of attention deficit hyperactivity disorder. The majority of subjects were found to have significant language impairments that had not been identified when they entered residential treatment. Implications of the present findings for assessment and treatment are outlined.