bluuebunny/crossref_metadata_2025 huggingface dataset:
Spectrally Resolved Ultraviolet (UV) Absorption Cross-Sections of Alkali Hydroxides and Chlorides Measured in Hot Flue Gases
Authors: Weng Wubin , Leffler Tomas , Brackmann Christian , Aldén Marcus , Li Zhongshan
Published: March 2018

Spectrally resolved ultraviolet (UV) absorption cross-sections of gas-phase sodium chloride (NaCl), potassium hydroxide (KOH), and sodium hydroxide (NaOH) were measured, for the first time, in hot flue gases at different temperatures. Homogenous gas-phase NaCl, KCl (potassium chloride), NaOH, and KOH at temperatures 1200 K, 1400 K, 1600 K, and 1850 K were prepared in the post-flame zone of laminar flames by seeding nebulized droplets out of aqueous solution of corresponding alkali species. The amount of droplets seeded into the flame was kept constant, so the relative concentration of different alkali species can be derived. The broadband UV absorption cross-section of KCl vapor reported by Leffler et al. was adopted to derive the absorption cross-section curves of NaCl, NaOH, and KOH with the corresponding measured spectrally resolved absorbance spectra. No significant changes in the spectral structures in the absorption cross-sections were found as the temperature varied between 1200 K and 1850 K, except for NaOH at around 320 nm. The difference between the absorption spectral curves of alkali chlorides and hydroxides is significant at wavelengths above 300 nm, which thus can be used to distinguish and obtain the concentrations of alkali chlorides and hydroxides in the broadband UV absorption measurements.
Classifying “Micro” Routine Activities of Street-level Drug Transactions
Authors: Olaghere Ajima , Lum Cynthia
Published: March 2018

Objectives:

Routine activities theory attempts to link the intersection of individuals’ everyday routine activities to crime events at particular places. This study examines crime events not just as the product of intersecting macroroutine activities but also microroutines (similar to crime “scripts”) that occur immediately before, during, and after a crime event occurs.

Method:

Closed-circuit television (CCTV) footage was accessed through Baltimore City Police Department from 2010 to 2011. Ethnographic techniques and systematic social observation of CCTV footage were used to categorize the microroutines of 74 street-level illicit drug transactions.

Results:

The findings illuminate eight microroutines of drug crime events that classify behaviors associated with illicit drug activity.

Conclusions:

This study advances our understanding of the link between routine activities and drug crime by examining how illicit transactions unfold from microroutines using a rarely employed, but fruitful source of data (CCTV footage).
‘Delayed Disclosure’: National Security, Whistle-Blowers and the Nature of Secrecy
Authors: Aldrich Richard J , Moran Christopher R
Published: March 2018

The significance of Edward Snowden’s revelations has been viewed primarily through the prism of threats to citizen privacy. Instead, we argue that the most dramatic change has been a decline of government secrecy, especially around national security. While the ethical aspects of state secrets and ‘whistle-blowing’ have received recent attention, few have attempted to explain the dynamics of this growing climate of exposure. Our argument is largely technological and we ground our analysis in the changing nature of intelligence work, which is increasingly merging with ‘big data’. But we also identify a related cultural change: many intelligence contractors are at best agnostic about the national security state. Meanwhile, the Internet itself provides the perfect medium for the anonymous degradation of secrets. Because the main driver is technology, we suggest this trend is likely to accelerate, presenting national security chiefs with one of their biggest future challenges.
Comparisons of Multilevel Modeling and Structural Equation Modeling Approaches to Actor–Partner Interdependence Model
Authors: Hong Sehee , Kim Soyoung
Published: March 2018

There are basically two modeling approaches applicable to analyzing an actor–partner interdependence model: the multilevel modeling (hierarchical linear model) and the structural equation modeling. This article explains how to use these two models in analyzing an actor–partner interdependence model and how these two approaches work differently. As an empirical example, marital conflict data were used to analyze an actor–partner interdependence model. The multilevel modeling and the structural equation modeling produced virtually identical estimates for a basic model. However, the structural equation modeling approach allowed more realistic assumptions on measurement errors and factor loadings, rendering better model fit indices.
Gay tourism to Tel-Aviv: Producing urban value?
Authors: Hartal Gilly
Published: March 2018

Over the past decade, a growing number of critiques have been levelled at institutional LGBT initiatives in Tel-Aviv, characterising them as homonational and pinkwashing. Gay tourism to Tel-Aviv is one of the central initiatives under attack. Supported by national ministries and by local organisations, Tel-Aviv became a popular destination for a ‘gay vacation’. This paper explores the dynamic formation of the political economy of gay tourism to Tel-Aviv, underscoring the impact queer tourism has on Israeli LGBT politics and specifically on urban LGBT politics in Tel-Aviv. Particularly, this paper critically discusses neoliberal urban politics of LGBT value and valuation and its break from rights politics. I claim that the processes responsible for the increase in gay tourism to Tel-Aviv engendered confusion between rights achievements and recognition anchored in other kinds of national and municipal support (mainly allocations), encouraging fragmentation within the Israeli LGBT community. This process reproduced capitalist logics in urban spaces and constructed LGBT individuals as valued products based on their promotion of the urban space to other gay tourists, producing Tel-Aviv as a gay heaven and as a homonational hub. If the state works on the national level to create ‘pure’ homonationalism, the kind of homonationalism created on the urban level is an economic homonationalism: where the neoliberal agenda influences decision-making rather than questions of national belonging. Meaning that the effects of homonormativity are (becoming, once again) more significant within homonationalist political configurations.
Sacred children and colonial subsidies: The missionary performance of racial separation in Belgian Congo, 1946–1959
Authors: Fast Anicka
Published: March 2018

While most Protestant missions in Belgian Congo gladly accepted the colonial state’s offer of educational subsidies in 1946, a strong emphasis on church–state separation led the American Mennonite Brethren Mission (AMBM) to initially reject these funds. In a surprising twist, however, the AMBM reversed its position in 1952. Through archival research, I demonstrate that a major factor that led the AMBM to accept subsidies was the creation and institutionalization of a racially separate ecclesial identity from that of Congolese Christians. Moreover, the development of this separate identity was closely intertwined with missionaries’ vision for a “white children’s school,” geographically separated from their work with Congolese. The enactment of white identity helped pave the way for the acceptance of subsidies, both by bringing the missionaries more strongly into the orbit of the colonial logic of domination, and by clarifying the heavy cost of failing to comply with the state’s expectations. Through this case study, I engage with the complexity of missionaries’ political role in a colonial African context by focusing on the everyday political choices by which missionaries set aside their children as sacred, by exploring how ideas about separateness were embedded into institutions, and by demonstrating how attention to the subtleties of identity performance can shed new light on major missionary decisions.
Text Messaging to Improve Disease Management in Patients With Painful Diabetic Peripheral Neuropathy
Authors: Bauer Victoria , Goodman Nancy , Lapin Brittany , Cooley Camille , Wang Ed , Craig Terri L. , Glosner Scott E. , Juhn Mark S. , Cappelleri Joseph C. , Sadosky Alesia B. , Masi Christopher
Published: March 2018

Purpose

The purpose of the study was to determine the impact of educational text messages on diabetes self-management activities and outcomes in patients with painful diabetic peripheral neuropathy (pDPN).

Methods

Patients with pDPN identified from a large integrated health system who agreed to participate were randomized to 6 months of usual care (UC) or UC plus twice-daily diabetes self-management text messages (UC+TxtM). Outcomes included the Pain Numerical Rating Scale, Summary of Diabetes Self-Care Activities (SDSCA), questions on diabetes health beliefs, and glycated hemoglobin (A1C). Changes from baseline were evaluated at 6 months and compared between groups.

Results

Demographic characteristics were balanced between groups (N = 62; 53% female, mean age = 63 years, 94% type 2 diabetes), as were baseline measures. After 6 months, pain decreased with UC+TxtM from 6.3 to 5.5 and with UC from 6.5 to 6.0, with no difference between groups. UC+TxtM but not UC was associated with significant improvements from baseline on all SDSCA subscales. On diabetes health beliefs, UC+TxtM patients reported significantly increased benefits and reduced barriers and susceptibility relative to UC at 6 months. A1C declined in both groups, but neither change was significant relative to baseline.

Conclusions

Patients with pDPN who receive twice-daily text messages regarding diabetes management reported reduced pain relative to baseline, although this change was not significant compared with usual care. In addition, text messaging was associated with increased self-management activities and improved diabetes health beliefs and total self-care. These results warrant further investigation.
The Ancestral Room of the State? Scotland and the United Kingdom on Jamie’s Great Britain
Authors: Buscemi Francesco
Published: March 2018

This article analyzes how Jamie Oliver’s show Jamie’s Great Britain represented Scotland in 2012, when the referendum on Scottish independence had already been announced. It follows Anderson, Bourdieu, Bhabha, cultural studies, and the idea that the nation is a hegemonic construction. Biosemiotics provides useful perspectives on the representations of Nature and Culture. Semiotic analysis interprets representations of the nation on the show. The results show that, while Oliver identifies English and Welsh food cultural origins with the Industrial Revolution and the Coal Boom, respectively, he finds Scotland’s food origins in the Vikings. Scotland is a land of ancestral habits and people, where Nature is inhospitable. Oliver represents England and Wales through the cultural categories of indices and symbols, while crude iconic representations of Nature are used to depict Scotland. Moreover, the Vikings also originated England and Wales (and Ireland), and in the end, the Vikings are constructed as the common roots of the nation that Oliver celebrates, the United Kingdom. Thus, Scotland is only represented as a part of the state-nation, a kind of ancestral room of the big house of the United Kingdom.
Right Reason in the Integration of Group and Single-Subject Research in Behavioral Disorders
Authors: Kavale Kenneth A. , Mathur Sarup R. , Forness Steven R. , Quinn Mary Magee , Rutherford Robert B.
Published: March 2018

In this discussion of quantitative research synthesis (meta-analysis), past criticisms of meta-analysis are reviewed along with the ways in which they have been addressed. The problems associated with synthesizing single-subject research are discussed, particularly the difficulties in obtaining a metric equivalent to the effect size calculated for group-design research. After analyzing recommended approaches, the authors endorse the percentage-of-nonoverlapping-data metric. Their earlier single-subject synthesis showing limited efficacy for social skills instruction is then reviewed. The findings are discussed in relation to the nature of single-subject research, the proper role of research integration, and the influence of subjectivity in interpreting research findings. Finally, possible reasons for disappointing findings regarding the effectiveness of social skills instruction are explored. The authors conclude that, until expressed concerns are remedied, it is neither incorrect nor illogical to question the efficacy of social skills instruction.
Peers as Teachers of Anger Management to High School Students with Behavioral Disorders
Authors: Presley Judith A. , Hughes Carolyn
Published: March 2018

We investigated the use of a peer-delivered social skills instructional package to teach four high school students with behavioral disorders to express anger appropriately. In contrast to previous studies, instruction was presented individually to the students by their general education peers. The instructional package, which combined peer instruction, self-instruction, and a traditional anger control program, was effective in improving the way these adolescents expressed anger in role-play situations with general education peers. In addition, generalization data indicated that some of the students decreased the rate at which they responded inappropriately to naturally occurring anger-provoking situations at school outside the instructional setting. Implications for future research and practice are discussed.
Curriculum Reform in a Residential Treatment Program: Establishing High Academic Expectations for Students with Emotional and Behavioral Disorders
Authors: Edwards Lana , Chard David J.
Published: March 2018

The importance of high-quality academic instruction and high academic expectations for students with emotional and behavioral disorders (E/BD) is discussed. A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom at a residential treatment program. Twenty-two students ranging in age from 11 to 16 participated in a 4-week pilot study designed to examine the effects of systematic instruction in story elements and narrative summary writing on student writing skills and academic engagement. Results suggest that students with E/BD who participated in the study's language arts/history curriculum showed improvements in both summary writing skills and academic engagement. Though data analysis and specifics of results are not the focus of this report, results highlight the importance of thoughtful, thorough instructional planning and the need for high levels of teacher instructional engagement when working with students with E/BD.
Instructional Accommodations for Adolescent Students with Severe Emotional or Behavioral Disorders
Authors: Penno Douglas A. , Frank Alan R. , Wacker David P.
Published: March 2018

A three-phase functional assessment was conducted to develop and test hypotheses about the relation between instructional accommodations in academic areas and behavior problems for three adolescents with severe behavioral disorders. In Phase 1, the researchers conducted descriptive analyses to identify when most behavior problems occurred at schools, and to interview teachers and students concerning those behavior problems. From the results of descriptive analyses, individualized hypotheses were developed regarding instructional accommodations that might result in improved academic and classroom behavior. Phase 2 included experimental analyses within alternating treatments designs to test these hypotheses within the classrooms. Phase 3 included extended interventions of the instructional accommodations within multiple-baseline (across academic subjects) designs for each participant. Implementation of one or more of the instructional accommodations resulted in improved academic productivity and accuracy, and behavior problems were reduced during the classes in which the instructional accommodations were implemented. In addition, for two participants behavior problems decreased throughout the school day.
The Head Start Mental Health Research Consortium: New Directions for Research Partnerships
Authors: Boyce Cheryl A. , Hoagwood Kimberly , Lopez Michael L. , Tarullo Louisa B.
Published: March 2018

The Head Start Mental Health Research Consortium (HSMHRC) Is a research partnership between the Administration on Children, Youth and Families (ACYF) and the National Institute of Mental Health (NIMH). Funded jointly by these two agencies, a research consortium with five core sites brought together a range of disciplinary perspectives with three primary goals: (1) to develop assessment strategies for identifying young children's social and emotional development; (2) to assess Head Start families' access to mental health services; and (3) to investigate the effectiveness of both universal and targeted intervention models for Head Start children, including those with co-occurring language and behavioral problems.

This collaborative mental health research will yield information about the types of mental health needs of children from low-income families, the optimal approaches for assessing these needs, and the impact of research-based intervention models delivered within a Head Start context.
The Effects of Teaching Parents Blended Communication and Behavior Support Strategies
Authors: Delaney Elizabeth M. , Kaiser Ann P.
Published: March 2018

A multiple-probe single-subject research design was used to measure the effects of an intervention to teach parents to support communication and manage the behavior of their preschool children. Four children who demonstrated language delays and emergent behavior problems and their parents participated in the study. All participants were of low socioeconomic status. Following baseline and home generalization assessments, parents participated in 25 to 35 individual training sessions in which they were taught to be responsive to their children's communication, model developmentally appropriate language, and provide contingent consequences for compliance and noncompliance. As a result of the intervention, all four parents became more responsive to their children's communication, used fewer negative verbalizations, provided more expansions of their children's utterances, and supplied consequences to compliance and noncompliance more appropriately. Concurrent with the intervention, the four children increased the complexity and diversity of their language and were less noncompliant in interactions. Positive changes were observed during home generalization assessments for all four parents and for two children.
The Behavioral and Emotional Rating Scale: Long Term Test-Retest Reliability
Authors: Epstein Michael H. , Hertzog Melody A. , Reid Robert
Published: March 2018

Most assessment is conducted from a deficit perspective and is intended to identify deficits, problems, and pathologies of the individuals who are assessed. However, deficit-based assessment may present a biased picture that limits or ignores a child's strengths. In this article we report data on long-term (6-month) test-retest reliability of the Behavior and Emotional Rating Scale (BERS), which is a strength-based assessment instrument. Participants included 95 randomly selected children from general education classrooms and 26 children identified as having or being at risk for emotional or behavioral disorders. Moderate to high test-retest correlations ranging from .527 to .787 were found across the instrument's subscales. Moreover, the lack of significant differences between ratings indicate that rater drift did not occur. Results suggest that BERS scores are stable over a 6-month time frame. Implications for the use of the BERS are discussed.
Conducting Social Competence Research: Considering Conceptual Frameworks
Authors: Smith Stephen W. , Travis Penny C.
Published: March 2018

Although education professionals frequently use social skills training with students who exhibit significant behavioral problems, researchers continue to question its efficacy and generalizability. Because social skill deficits are predictive of adult adjustment problems, robust and omnibus interventions to remediate social deficits in children and youths are paramount. In this article we examine the social skills training research-to-practice process and argues that a logical and attendant line of rigorous study is currently lacking. Multiple areas of social inquiry are drawn from to discuss the need for conceptual frameworks to guide investigation and offer a way for researchers to design and interpret social interaction research.
Epilogue the Contemporary Crucible: Putting Scientific Evidence to the Test in the Context of Schools
Authors: Crockett Jean B.
Published: March 2018

This special issue of Behavioral Disorders explores the meaning of science and the definition of rigor in the social sciences. It concludes by asking what science and its empirical rigors mean to educational professionals and shareholders who work with and care about children and youths with emotional or behavioral disorders. This epilogue considers how scientific evidence is being put to the test in the current context of schools and what failure to rely on empirical data might cost in the long run.
Science and Students with Learning and Behavioral Problems
Authors: Greenwood Charles R.
Published: March 2018

Science governs how impressively effective disciplines, such as medicine and engineering, work, how they make decisions, how they collaborate, and how they are regulated by professional and other public and private organizations. Science, and the production of trustworthy empirical evidence, plays a central role in advancing the production of new knowledge in these disciplines. In contrast, education is not impressively effective. It is not approached scientifically, and empirical evidence does not drive its work, decision making, or regulation. Yet, a science of learning and behavior does exist, based on the pursuit of empirical evidence and dedicated to solving some of society's most daunting social problems, including the concerns of special education. This science is viewed through the lens of a 35-year collaboration of university scientists with residents of an inner-city economically impoverished community—The Juniper Gardens Children's Project (JGCP). From its founding in 1964 as a community-university partnership, the JGCP mission has been to conduct research designed to improve the developmental/educational experiences of children and families and to improve the academic, social, and health achievements of area children. Instead of adopting one of the popular approaches designed to study the community (e.g., sociological survey), the approach selected sought to accumulate evidence from efforts to intervene in order to improve measurable outcomes. This scientific approach and its outcomes are described, and implications are discussed.
Caveat Emptor: Considerations before Buying in to the “New” Medical Model
Authors: Gresham Frank M.
Published: March 2018

In response to Forness and Kavale's (2001) argument that the field of emotional or behavioral disorders (E/BD) should adopt a “new” medical model, this commentary argues that: (a) there is nothing particularly new about the “new medical model” touted by Forness and Kavale; (b) there is little empirical evidence to substantiate the claim that psychiatric diagnoses lead to better treatment outcomes; (c) psychiatric diagnoses often describe behavior circularly rather than functionally; (d) the effectiveness of pharmacologic treatment for most childhood disorders has not been established unequivocally; and (e) the results of the MTA Cooperative Group study for attention deficit/hyperactivity disorder (which serve as the basis for most of Forness and Kavale's arguments) are far from conclusive. This article advocates a resistance-to-intervention approach to E/BD eligibility determination and titration of behavioral treatments as the guiding principle, not the “new” medical model, which has dubious reliability and virtually nonexistent treatment validity
The Effects of Social Skills Instruction on the Social Behaviors of Students at Risk for Emotional or Behavioral Disorders
Authors: Lo Ya-Yu , Loe Scott A. , Cartledge Gwendolyn
Published: March 2018

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. A multiple-baseline across-subjects design was conducted to determine whether the combination of small-group and classroom-based social skills instruction would reduce the frequency of antisocial behaviors across two settings (i.e., classroom, lunchroom). Results of the study indicated moderate reductions in antisocial behaviors during small-group social skills instruction. The positive changes either further declined or were maintained after classroom social skills instruction commenced. Training variables are discussed.
Development of a Scale to Assess Emotional Disturbance
Authors: Epstein Michael H. , Cullinan Douglas , Ryser Gail , Pearson Nils
Published: March 2018

The Scale for Assessing Emotional Disturbance (SAED) was developed to operationally define the federal definition of emotional disturbance (ED) and to assist in the identification of children who qualify for the federal special education ED category. This study reports on the standardization of the SAED and examines the scale's factor structure, reliability, and construct validity. Data were collected on a national sample of children with ED and without ED. Data from the ED sample led to the identification of six behavior problem factors that correspond to the federal definition. The factors were determined to be highly internally consistent. Intercorrelations among subscales based on these factors supported the construct validity of the SAED, as did the fact that all subscales and an overall problem score were rated significantly higher among the ED sample than among the non-ED sample. Future research directions and useful practical applications of the SAED are suggested.
Characteristics of Emotional Disturbance of Elementary School Students
Authors: Cullinan Douglas , Evans Chan , Epstein Michael H. , Ryser Gail
Published: March 2018

The five characteristics of emotional disturbance (ED) as stated in the IDEA definition and a variable called socially maladjusted, were investigated. Participants were African American and European American elementary school boys and girls, 336 with ED and 548 without ED. Variables were measured with the Scale for Assessing Emotional Disturbance. Students with ED exceeded those without ED on all characteristics. Student category and race interacted for all characteristics in various ways. There were also interactions of category and gender. Among students with ED, one form of comorbidity was more prevalent among girls than boys, but there were no differences by race. Results clarify how students with ED exhibit the five characteristics associated with having ED and the socially maladjusted condition and show the need to consider all five characteristics in understanding the ED disability.
Choice or Chance: Career Development and Girls with Emotional or Behavioral Disorders
Authors: Stuart Shannon K.
Published: March 2018

This study examined the career aspirations of young women with behavioral disorders and the life experiences that contributed to those aspirations. Data, including open-ended interviews and written questionnaires, were collected via qualitative techniques. A grounded theory methodology was used to identify, categorize, and connect themes.

The study confirms the importance of career development for women with behavioral disorders. Three overriding issues stand out from these personal stories. First, school experiences are important to career development. Although most participants were disengaged with the academic components of their educational plans, they were highly engaged with their school-supported vocational experiences. Second, family cohesion had a significant effect on career aspirations. Third, participants believe they have little control over their lives, including their career choices. Implications for practitioners are discussed.
Trans-Situational Interventions: Generalization of Behavior Support across School and Home Environments
Authors: Harvey Mark T. , Lewis-Palmer Teri , Horner Robert H. , Sugai George
Published: March 2018

The authors define a conceptual model for addressing generalized response reduction, identify critical elements of the model, and provide the theoretical foundation for a technology of trans-situational interventions. Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure who also engaged in functionally equivalent problem behaviors at home. The TSIs included instruction and rewards in school with organizational support (i.e., providing a place and time to complete homework) at home. Appropriate behaviors in the home were tied to rewards delivered at school. Moderate decreases in problem behavior at school were observed when a behavior support plan was implemented solely in the school. Problem behaviors in school were reduced further and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school.
Functional Behavior Assessment Rating Scales: Intrarater Reliability with Students with Emotional or Behavioral Disorders
Authors: Barton-Arwood Sally M. , Wehby Joseph H. , Gunter Philip L. , Lane Kathleen L.
Published: March 2018

This study evaluated the intrarater reliability of two functional behavior assessment rating scales: the Motivation Assessment Scale and the Problem Behavior Questionnaire. Teachers rated 30 students from 10 self-contained classrooms for students with emotional or behavioral disorders on three separate occasions using both rating scales. Pearson correlation coefficients and exact and adjacent agreement percentages indicated variable and inconsistent ratings across administrations and rating scales. The authors discuss possible reasons for inconsistencies, as well as implications for practice and future research.
Disciplining Students with Disabilities: Legal Trends and the Issue of Interim Alternative Education Settings
Authors: Katsiyannis Antonis , Smith Carl R.
Published: March 2018

Disciplining students with disabilities within the parameters of the Individuals with Disabilities Education Act (IDEA) and Section 504 continues to be a controversial issue. Professionals and practitioners have voiced concerns regarding the implementation of the IDEA 1997 disciplinary procedures, particularly in areas such as manifestation determination and functional behavioral assessment. A related area that has received limited attention is the use of interim alternative education settings, particularly the use of homebound settings. A review of legal activity in this area revealed that programs and services for students served in such settings may be questionable.
Effects of Self-Talk on Academic Engagement and Academic Responding
Authors: Callicott Kimberly J. , Park Hija
Published: March 2018

The conceptual frameworks of self-management and correspondence training are combined to develop a self-talk intervention to improve academic performances of four students with emotional or behavioral disorders (E/BD). This study examines the functional role of language as a verbal antecedent or self-management prompt in relationship to subsequent academic responding and academic engagement. Four students with E/BD, aged 10 to 14 years, participated in treatments of self-talk, self-talk with reinforcement for correspondence, and self-talk with delayed reinforcement for correspondence. Results indicate effects for self-talk when paired with reinforcement that maintain across withdrawal and delayed conditions.
Research in the Wake of the No Child Left behind Act: Why the Controversies Will Continue and Some Suggestions for Controversial Research
Authors: Brigham Frederick J. , Gustashaw William E. , Wiley Andrew L. , Brigham Michele St. Peter
Published: March 2018

The authors provide an analysis of why the controversies surrounding educational treatment are likely to continue even with scientific validation of practices as called for in the No Child Left Behind (NCLB) act. They describe how bias in human judgment makes it difficult to trust others and also difficult to doubt oneself relative to important decisions and suggest that science, through its mechanism of self-correction, is the best tool for overcoming these biases. The developing relationship between general and special education since NCLB is described. Several suggestions are provided for researchers, including the need to (a) reexamine the functions of individualized education programs, (b) develop standard treatment protocols for students who need support beyond that provided by school-wide discipline programs, and (c) scrutinize the academic demands faced by students with emotional or behavioral disorders vis à vis compliance with NCLB.
Early Identification, Prevention, and Early Intervention with Young Children at Risk for Emotional or Behavioral Disorders: Issues, Trends, and a Call for Action
Authors: Conroy Maureen A. , Brown William H.
Published: March 2018

Educators have frequently expressed concern about young children who are exposed to known environmental risk factors associated with the development of chronic behavior problems (e.g., poverty, domestic violence, child maltreatment). Nevertheless, a societal commitment to address these environmental risk factors by identifying young children who are at risk for or are demonstrating chronic problem behaviors and to provide effective prevention and early intervention services has not been forthcoming. Although researchers have developed a number of effective early identification, prevention, and early intervention strategies, several significant barriers to the widespread implementation of those practices remain. The authors discuss these issues as they affect children who have emotional or behavioral disorders. They argue for societal action to change current policies and practices for young children.
Preparing Highly Qualified Teachers for Students with Emotional or Behavioral Disorders: The Impact of NCLB and IDEA
Authors: Rosenberg Michael S. , Sindelar Paul T. , Hardman Michael L
Published: March 2018

No Child Left Behind (NCLB) and the reauthorization of the Individuals with Disabilities Education Act (IDEA) require that by 2005–2006 all teachers be highly qualified, a designation that for the first time in history is actually specified by federal statute. The authors discuss how the federal definition of highly qualified is influencing the preparation of special education teachers and how these changes could impact the education of students with disabilities, most notably those with emotional or behavioral disorders (E/BD). They explore the evolution of the federal role in educational reform and consider how NCLB and IDEA have fostered the development of alternative routes to teacher preparation. The extensive range of skills, competencies, and dispositions required for success in teaching students with E/BD is discussed, Finally, what is known about alternative route programs in special education is reviewed, with the conclusion that the secondary content model, often cited in NCLB as a rationale for encouraging alternative routes, has limited applicability to special education and E/BD. Considerations and suggestions to ensure that highly qualified teachers of students with challenging behaviors receive high-quality preparation are delineated.
A Critical Analysis of the Role of Measurement on the Validity of Emotional and Behavioral Disorders (EBD) Research
Authors: Stichter Janine Peck , Conroy Maureen A.
Published: March 2018

The enactment of No Child Left Behind (NCLB) has pushed to the forefront the ever-present need to conduct high quality research and translate our research findings to practice by emphasizing evidence-based practices for schools and related settings. Currently, much of the discussion surrounding evidence-based practices has focused on defining these practices based on the experimental designs used in special education research. Other issues related to conducting rigorous research, such as measurement and validity, have been noticeably absent from the discussion. In this paper, we suggest that shifts in our research, conceptually as well as practically, have impacted our measurement systems, ultimately affecting the validity of our research and the availability of evidence-based practices. The purpose of our paper is to discuss the role of measurement and examine the status of validity in research within the field of Emotional and Behavioral Disorders (EBD). In addition, we provide an effective blueprint for extending the empirical rigor and generalization of our research findings with the goal of improving the availability of evidence-based practices for children, families, and teachers.
Female and Male Juvenile Offenders with Disabilities: Differences in the Barriers to Their Transition to the Community
Authors: Unruh Deanne , Bullis Michael
Published: March 2018

This article examined differences between young women and men who were incarcerated juvenile offenders with disabilities in Oregon in terms of the barriers they faced in their transition from the correctional system back into the community. Data were gathered on 72 females and 276 males, all of whom presented disabilities and who were participating in a statewide project to support their transition from the juvenile correctional system back into the community. Logistic regression identified four barrier variables as more likely to be descriptive of female juvenile offenders with disabilities: (1) a history of running away from home or previous residential placements; (2) a history of suicide risk; (3) prior abuse or neglect; and (4) parenting responsibilities. Four other barrier variables were less likely to be descriptive of the female juvenile offender: (1) a specific learning disability; (b) Attention Deficit Disorder/Attention Hyperactive Disorder (ADD/ADHD); (3) retained a grade while in public school; and (4) an inability to maintain employment. The results are discussed relative to the development of gender-specific services in both the juvenile correctional facilities and in transition from the facility to the community.
Cognitive-Behavioral Treatments for Anxiety and Phobic Disorders in Children and Adolescents: A Review
Authors: King Neville J. , Heyne David , Ollendick Thomas H.
Published: March 2018

This article provides an overview of cognitive-behavioural strategies used in the treatment of child-anxiety problems, emphasizing the need for exposure and caregiver involvement. Most of the paper focuses on developments in empirically supported cognitive-behavioral intervention protocols for generalized anxiety disorder, separation anxiety disorder, social phobia, specific phobia, and school refusal. The research status of interventions for phobias and anxiety disorders of children with disabilities, a much neglected area, is also considered. Particular attention is given to randomized controlled trials. Analogue studies are not included in this particular review, thus strengthening conclusions regarding treatment efficacy. In general, cognitive and behavioral strategies appear to be useful for these distressing child-anxiety problems; however, there is a limited understanding of the active components in treatment, treatment mechanisms of change, and prediction of treatment outcome.
Cognitive-Behavioral Interventions for Depression: Review and Implications for School Personell
Authors: Maag John W. , Swearer Susan M.
Published: March 2018

Depression is one of the most commonly diagnosed psychiatric disorders among school-age youths. As such, school personnel should play an important role in the identification, assessment, and treatment of depression and related problems in school. School-based treatment of depression is especially relevant for students with emotional and behavioral disorders (EBD) and learning disabilities (LD) because they may be at a higher risk than their nondisabled peers of displaying depressive symptomatology. Cognitive-behavioral interventions (CBIs) have shown promise as an evidence-based treatment for childhood and adolescent depressive disorders. This article focuses on how CBI techniques can be used by school personnel under the proper clinical supervision for reducing students’ depressive symptomatology. First, common CBI techniques are described. Second, empirical studies using CBI to treat children and adolescents who are depressed are reviewed. Finally, implications for using these techniques in a collaborative effort among school psychologists, counselors, and special educators in an ethical and valid manner are presented.
Introduction to the Special Issue: Cognitive-Behavioral Interventions with Students with EBD
Authors: Mayer Matthew , Lochman John , Van Acker Richard
Published: March 2018

Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the majority of the contributions have come from the fields of school, clinical, and cognitive psychology. Despite well-documented needs of students with emotional/behavioral disorders (EBD) in areas of anger/aggression, anxiety, depression, and research demonstrating the efficacy of CBM interventions in these areas, these disciplines have operated somewhat independently of each other with respect to CBM. This special issue brings together leading scholars from special education and psychology in a collaborative examination of current knowledge on cognitive-behavioral interventions for students displaying specific challenging behaviors.
Promoting Expressive Writing among Students with Emotional and Behavioral: Disturbance via Dialogue Journals
Authors: Regan Kelley S. , Mastropieri Margo A. , Scruggs Thomas E.
Published: March 2018

Written dialogue journals are intended to improve writing and encourage positive social skills by promoting individualized written discussions between a teacher and students' emotional and behavioral needs. This study investigated expressive writing using dialogue journals with five elementary students with emotional and behavioral disturbance (EBD), using a multiple baseline design across baseline, intervention, maintenance, and generalization phases. Students were randomly assigned to treatment order to meet randomization test assumptions. Baseline data were collected from student responses to traditional writing prompts. Individualized dialogue journals, in which students and teachers communicated daily to observed social behavioral issues, were implemented for the duration of the intervention. Dependent measures included student attention to task, length and quality of student written entries, and a student satisfaction survey. Visual analysis indicated an increase in time on task for all participants, and an increase in length of writing and writing quality for four of the five participants. Randomization tests applied to these data yielded significant results for all writing measures. In addition, survey results suggested that participants regarded the dialogue journals with mild satisfaction overall. Implications for future research are discussed.
Neuropsychological Characteristics of Special Education Students with Serious Emotional/Behavioral Disorders
Authors: Mattison Richard E. , Hooper Stephen R. , Carlson Gabrielle A.
Published: March 2018

Special education, elementary school students with emotional/behavioral disorders (EBD) were investigated for neuropsychological deficits with the NEPSY battery. Over half (54%) scored two or more standard deviations below the test mean on at least one of the four functional domains, especially Language and Attention/Executive Functions. The NEPSY components were not related to demographics or to most psychopathological scales of the Teacher's Report Form (TRF). They were significantly related (in particular the Language and Attention domains) to neurological risk factors, achievement tests, and teacher TRF ratings of academic performance and attention. Consequently, screening for neuropsychological deficits with a specific battery like NEPSY could prove valuable for intervention planning by EBD teachers for their students with serious academic dysfunction.
Who is Teaching Students with Emotional and Behavioral Disorders?: A Profile and Comparison to other Special Educators
Authors: Billingsley Bonnie S. , Fall Anna-Maria , Williams Thomas O.
Published: March 2018

This national study of 859 teachers of students with emotional and behavioral disorders (EBD) provides a profile of their characteristics and preparedness to teach and compares these teachers with 3,687 other special educators. Teachers of students with EBD were disproportionately male, were more diverse, and had significantly fewer years of teaching experience than other special educators. A smaller percentage of teachers in the EBD group was certified and a greater percentage entered through alternative programs than the other special educators. Only a small percentage of respondents teaching in grades 6–12 holds certification in the core academic areas defined under the No Child Left Behind Education Act (2001). Respondents felt least prepared to meet the needs of students from culturally and linguistically different backgrounds and to use technology in instruction.
Social Skills Training for Students with Emotional and Behavioral Disorders: A Review of Reviews
Authors: Maag John W.
Published: March 2018

Teaching social skills to students with emotional and behavioral disorders (EBD) has become an accepted practice. Literally hundreds of social skills training (SST) efficacy studies for students with EBD appear in the literature. As a result, many authors have published both narrative and meta-analytic reviews of the literature. Reviews have highlighted various problem areas as targets for future research. Nevertheless, SST has subsequently often resulted in only modest changes in the social competence of students with EBD. The purpose of this article is to review the reviews on SST with students with EBD, discuss issues based on conclusions reached, and present implications for practice.
Risk and Protective Factors of Emotional and/or Behavioral Disorders in Children and Adolescents: A Mega-Analytic Synthesis
Authors: Crews S. Dean , Bender Hermine , Cook Clayton R. , Gresham Frank M. , Kern Lee , Vanderwood Mike
Published: March 2018

Professionals working with children who have severe emotional/behavioral disorders (E/BD) need to understand the risk and protective factors (RPFs) that are correlated with the development of these behavior patterns, for at least 3 reasons. First, significant numbers of students experience negative outcomes or fail to achieve positive outcomes. Second, current policy imperatives dictate a consideration of RPFs as preventive strategies. Finally, a consideration of RPFs affects children's response to intervention. The question posed in this research has three parts: (a) Can RPFs be identified? (b) Can the contexts in which the factors arise be identified? (c) Can the magnitude of the relationships between RPFs and associated outcomes be quantified? The current synthesis examined the findings of multiple meta-analyses and considered a broad range of RPFs across multiple contexts.