bluuebunny/crossref_metadata_2025 huggingface dataset:
Continuity and Change From Full-Inclusion Early Childhood Programs Through the Early Elementary Period
Authors: Guralnick Michael J. , Neville Brian , Hammond Mary A. , Connor Robert T.
Published: May 2008

A large and well-characterized group of children with mild developmental delays initially enrolled in full-inclusion preschool or kindergarten programs was followed for 3 years. Changes in the type of inclusive placements as children transitioned to first and second grades were monitored, and associations between placement type and child and family characteristics were examined. Results revealed a high level of continuity in that most children remained in partial or full inclusion settings over time. However, a substantial reduction in full-inclusion placements occurred between the 2nd and 3rd year when children were completing the transition to first and second grades. Placements in less inclusive settings were associated with children's levels of cognitive and language development but not their adaptive, social, or behavioral characteristics. A hypothesis was put forward that placement in full-inclusion programs during the early childhood years creates a momentum to continue maximum participation in inclusive settings over time.
Graphical Feedback to Increase Teachers' Use of Incidental Teaching
Authors: Casey Amy M. , McWilliam R.A.
Published: May 2008

The purpose of this study was to examine graphical feedback, a rarely used method for improving the quality of preschool teaching. Twenty-one lead and assistant teachers participated in the study, although data were analyzed by assessing how much incidental teaching the 10 participating preschoolers with disabilities received. After receiving information about incidental teaching, teachers reviewed a graph each day displaying their use of incidental teaching with the child with disabilities during previous observations. A multiple-baseline design across participants was used to measure the effect of the feedback on teachers' behavior. Teachers in all classrooms increased their use of incidental teaching when information about incidental teaching and graphical feedback were provided.
Effect of Varying Rates of Behavior-Specific Praise on the On-Task Behavior of Students with EBD
Authors: Sutherland Kevin S. , Wehby Joseph H. , Copeland Susan R.
Published: May 2008

The purposes of this study were to examine (a) the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and (b) the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD. Participants were a special education teacher and nine fifth-grade students in a self-contained classroom for students with EBD. Using an ABAB withdrawal design, the rate of the teacher's behavior-specific praise was increased to a criterion level during each intervention phase. Results indicate that the students' on-task behavior increased when the teacher's behavior-specific praise increased, and they decreased during the brief withdrawal phase. Implications for research and practice are discussed.
Quality Indicators of Children's Mental Health Services: Do They Predict Improved Client Outcomes?
Authors: Noser Kelly , Bickman Leonard
Published: May 2008

Demonstrations of high-quality services have surpassed cost control as the primary task of health care. In this study we evaluated the relationship between several traditionally accepted standards of quality of children's mental health care and client mental health outcomes. Three customary performance guidelines (therapeutic relationship, satisfaction, and parent involvement) that are believed to be indicators of quality care were tested for their ability to account for improvement of mental health outcomes among adolescent clients. In addition, we examined service utilization to determine whether it represents an intermediate outcome of the treatment process.The results showed statistically significant, yet weak and inconsistent, relationships between these commonly accepted measures of quality and client outcomes among adolescents receiving outpatient treatment. We did not find service utilization to be a mediator. Limitations of the study and implications of the results are discussed.
Family Friendliness of Inpatient Services for Children and Adolescents with EBD and Their Families: Observational Study of the Treatment Team Process
Authors: Singh Nirbhay N. , Wechsler Hollis A. , Curtis W. John
Published: May 2008

Family-friendly services in child mental health include those that are aligned with the needs of families and are delivered in a manner that values professionals and shows respect for family involvement, empowerment, and cultural differences. We used the Family Assessment Planning Team (FAPT) Observation Form (Inpatient Version) to assess the family friendliness of the admissions treatment team process at an inpatient child and adolescent psychiatric hospital. This instrument is divided into five sections that reflect the general process of a typical admissions treatment team meeting in inpatient child and adolescent psychiatry: Introduction, Meeting Management, Case Presentation and Discussion, Service Plans, and Tact and Technicalities. Each of the 46 items in this form represents a behavior or event that may occur during a typical children's mental health services planning meeting, and each incorporates some part of the key conceptual components of family friendliness. Use of the forms also allows for the collection of data on relevant characteristics of the meeting participants, as well as demographic information on the children and their families. We observed 35 case presentations of new admissions to a child or adolescent treatment unit in an inpatient setting. Although there were variations between the two treatment teams and among the 35 case presentations, the overall rating across all case presentations was moderately family friendly (72%) and showed marginally higher family friendliness than comparable service planning teams in the community (63%). As with community service teams, improvements in the treatment team process in child and adolescent inpatient psychiatric services are needed in order to ensure increased family friendliness in the planning of services for children with EBD.
Ongoing Reciprocal Teacher-Student Interactions Involving Disruptive Behaviors in General Education Classrooms
Authors: Nelson J. Ron , Roberts Maura L.
Published: May 2008

This article presents the results of a 3-year study designed to detail the ongoing reciprocal sequence of interactions between teachers and students around disruptive behaviors in general education classrooms. The ongoing reciprocal interactions of teachers and 99 target students (i.e., those who exhibited high rates and/or severe forms of disruptive behavior) and 278 criterion students (i.e., those who did not exhibit disruptive behaviors or other behavioral adjustment problems) regarding disruptive behaviors were observed in general education classrooms.The results revealed that there were no differences in the relative occurrences of disruptive behaviors of target and criterion students across a wide range of ecological contexts. In addition, the disruptive behaviors of target students appeared to be somewhat unstoppable relative to criterion students, and the ongoing reciprocal interaction behaviors of both teachers and students remained constant over time.Teachers, however, were more likely to respond negatively to the disruptive behaviors of target students than to those of criterion students. The results and their implications are discussed.
The School in School Violence
Authors: Furlong Michael , Morrison Gale
Published: May 2008

The purpose of this article is to clarify the historical and definitional roots of school violence. Knowledge about this issue has matured to the point where there is a need to refine the definition of school violence, thereby positioning educators to take the next step in providing effective, broad-based solutions to this problem.The first section provides an overview of the definitional and boundary issues of the term "school violence" as used in research and applied prevention programs.The second section presents an overview of what is known about the occurrence of violent and related high-risk behaviors on school campuses. Information about the prevalence of school violence is reviewed to inform and guide violence prevention programs, emphasizing the need to implement programs that are well linked to known correlates of school violence.We believe that in addition to identifying the characteristics of both perpetrators and victims of violence at school, researchers need to examine the contexts in which violence occurs.
Comorbidity of Conduct Problems and ADHD
Authors: Gresham Frank M. , Lane Kathleen L. , Lambros Katina M.
Published: May 2008

Recently, researchers have focused on a group of children and youth who are at high risk for developing a lifelong pernicious pattern of antisocial and delinquent behavior.These children exhibit a behavior pattern characterized by hyperactivity-impulsivity-inattention coupled with conduct problems such as fighting, stealing, truancy, noncompliance, and arguing. These students have been referred to as "fledgling psychopaths" and appear to be highly resistant to interventions. In this article we review the literature on this group of students in terms of epidemiology and prognosis. Procedures for early identification of these students will be described and discussed. Key themes surrounding this early identification process are its proactive nature and resistance to intervention as bases for decision making concerning these students.
Preventing School Violence
Authors: Sugai George , Sprague Jeffrey R. , Horner Robert H. , Walker Hill M.
Published: May 2008

Confronted by increasing incidents of violent behavior in schools, educators are being asked to make schools safer. Schools, however, receive little guidance or assistance in their attempts to establish and sustain proactive discipline systems. One area of need lies in directions for use of existing discipline information to improve school-wide behavior support. In this article, we describe how office discipline referrals might be used as an information source to provide an indicator of the status of school-wide discipline and to improve the precision with which schools manage, monitor, and modify their universal interventions for all students and their targeted interventions for students who exhibit the most severe problem behaviors.
Inside Multisystemic Therapy
Authors: Schoenwald Sonja K. , Brown Tamara L. , Henggeler Scott W.
Published: May 2008

In this article, we highlight key features of Multisystemic Therapy (MST) and of the supervisory, consultation, and program practices that support therapist implementation of MST in community-based settings.The article begins with a summary of the theoretical and empirical foundations of MST and of evidence supporting the effectiveness of the model. The remaining sections of the manuscript focus on therapist implementation of the model, supervisory practices, the use of consultation, and program (e.g., organizational, interorganizational) practices.
Multidimensional Treatment Foster Care
Authors: Fisher Philip A. , Chamberlain Patricia
Published: May 2008

The goals, objectives, and philosophy of Multidimensional Treatment Foster Care (MTFC) are outlined in this article. Three specific mechanisms of the MTFC approach known to reduce conflict in the therapeutic milieu and to contribute to successful outcomes for youth and their families are described: a proactive approach to reducing problem behavior, the creation and maintenance of a consistent and reinforcing environment for the participating youth, and the separation and stratification of staff roles. Controlled outcome research comparing MTFC to other community treatment alternatives with similar populations of troubled youth are also described.Additionally, the results of preliminary research evaluating the impact of an MTFC model adapted to meet the needs of maltreated preschool-age children at entry to foster care are presented.
Alternative Education Strategies
Authors: Tobin Tary , Sprague Jeffrey
Published: May 2008

Alternative education programs are expanding in the United States due to zero-tolerance policies, changes in the Individuals with Disabilities Education Act, increases in youth violence and school failure, and knowledge of the developmental trajectories leading to antisocial behavior. At the same time, there is little research evidence of the efficacy of these programs due to great diversity in approaches, populations served, and locations of the programs. In this article we provide a review of teaching strategies expected to be effective in alternative education programs for students who are at risk for school failure, dropout, delinquency, and violence. We discuss the need for alternative educational programs for students in both special and general education, describe research-based and recommended alternative education strategies, and offer suggestions for program development.
Depression and Play in Early Childhood
Authors: Lous Annemieke Mol , de Wit Cees A.M. , de Bruyn Eric E.J. , Riksen-Walraven J. Marianne , Rost Henk
Published: May 2008

The behavior of seven depressed and seven nondepressed 3- to 6-year-olds was compared in three play situations: solitary free play, interactive free play, and play narratives. Depressed children played significantly less than their nondepressed controls. This was mainly due to differences in symbolic play. The groups did not differ with regard to manipulative play. The differences between depressed and nondepressed children varied across play situations. Depressed children showed significantly more nonplay behavior than their nondepressed counterparts. In addition, the behavior of depressed children showed less coherence than the behavior of the nondepressed children. Finally, mood induction proved to have no differential effect on the play behavior of depressed and nondepressed children.
Use of the System-of-Care Practice Review in the National Evaluation
Authors: Hernandez Mario , Gomez Angela , Lipien Lodi , Greenbaum Paul E. , Armstrong Kathleen H. , Gonzalez Patricia
Published: May 2008

Evaluating the fidelity of service practices to system-of-care principles (SOC) represents a challenge in the human service field. The inadequate infusion of SOC principles into direct services could limit the usefulness of this approach. In this study we compare practice-level variables between well-developed SOC and traditional service systems and test the hypothesis that the adoption of SOC principles at the organizational level was associated with greater implementation of SOC at the practice level. Sites implementing SOC for at least 5 years are compared to sites providing mental health services using a traditional service delivery model. The study administered the SOC Practice Review (SOCPR) protocol. The SOCPR represents a case study approach that employs interviews and document reviews to arrive at ratings of SOC principles.This methodology proved to be an effective tool in interpreting the meaning of child and family experiences that emerged from the SOC.The findings were generally significant and support the hypothesis. Overall, SOC sites scored significantly higher (p < .05) than non-SOC sites in the child-centered and family-focused, community-based, and cultural competence domains.The implication is that SOC principles can be tested at the level of practice.
Serving Children with SED in Urban Systems of Care
Authors: Walrath Christine M. , Sharp Mark J. , Zuber Michael , Leaf Philip J.
Published: May 2008

Although children with serious emotional disturbances (SED) being served within urban system-of-care settings do indeed share some common characteristics, differences in psychosocial, sociodemographic, life functioning, and behavioral characteristics emerge as a function of their referral source. Using data from the East Baltimore Mental Health Partnership (EBMHP) and the Families Reaching in Ever New Directions (FRIENDS) program in the South Bronx, we explored the characteristic similarities and differences of children being served in community-similar urban systems of care as a function of their referral source. Demographics, family backgrounds, and child and family functioning were collected on 696 children referred into service at either the EBMHP or the FRIENDS program. The analyses indicated that children with SED served within urban systems of care and their families do not share uniform sociodemographic and psychosocial profiles as a function of the agency from which they were referred.The service planning and delivery implications, as well as the theoretical considerations associated with these differences are presented.
A Comparison of the Academic Progress of Students with EBD and Students with LD
Authors: Anderson Jeffrey A. , Kutash Krista , Duchnowski Albert J.
Published: May 2008

In this article, we present findings from a study that compared academic progress over 5 years for students with emotional and behavioral disorders (EBD) and students with learning disabilities (LD). Additionally, a set of factors related to academic achievement (attendance, behavior offenses, type of special education setting, school mobility, and early retention) were examined as to their contribution to achievement over time for these two groups of students. Findings indicated that students with LD made significant progress over time in reading, and this progress was associated with receiving less full-time special education services. Similar findings, however, were not found for students with EBD. For both groups of students, early retention was associated with lower achievement over time.
Identifying Risk Factors for Disrupted Family Reunifications Following Short-Term Shelter Care
Authors: Teare John F. , Becker-Wilson Christinay , Larzelere Robert E.
Published: May 2008

Youth discharged from a short-term residential facility and reunified with their parents were contacted between I and 3 years after discharge to determine whether or not the youth had a subsequent placement following reunification. Of the 148 youth who reunified with their parents, 110 (74%) were contacted. Risk factors were identified by using survival analysis techniques to analyze differences in the time to the first subsequent placement. The number of self-reported personal problems reported at intake significantly predicted a shorter time to subsequent placement disruption.There was also a trend (p = 12) for the number of prior formal placements to predict future placements.
Facilitating General Education Participation for Students with Behavior Problems by Linking Positive Behavior Supports and Person-Centered Planning
Authors: Kennedy Craig H. , Long Terry , Jolivette Kristine , Cox Jennifer , Tang Jung-Chang , Thompson Travis
Published: May 2008

We studied the effects of combining positive behavior supports and person-centered planning on problem behavior and general education participation. Three students—one receiving special education services and two who were at risk for more restrictive placements-participated in a school team-based assessment and intervention process. Assessments focused on students' strengths, interests, and support needs, along with possible social and biological causes of problem behavior. Schoolwide interventions, based on this expanded functional assessment approach, were implemented in teams composed of general educators, special educators, and school administrators. Results indicated that two of the three students increased or maintained high levels of general education participation and showed decreases in problem behavior. For a third student, poor implementation of the support plan was associated with increases in problem behavior and decreases in general education participation. Interrelations between operant function, support plan implementation fidelity, and student success are highlighted, along with a discussion of linking positive behavior supports and person-centered planning for students with and without disabilities.
The Utility of a DSM-IV-Referenced Screening Instrument for Attention-Deficit/Hyperactivity Disorder
Authors: Sprafkin Joyce , Gadow Kenneth D. , Nolan Edith E.
Published: May 2008

In this study, we examined the clinical utility of the ADHD Symptom Checklist-4 (ADHD-SC4), a screening measure for attention-deficit/hyperactivity disorder (ADHD). The objectives were to assess the scale's concurrent, differential, and criterion validity. Participants were 103 children between 5 and 17 years old referred to a child psychiatry outpatient service and diagnosed as having a variety of emotional and behavioral disorders. Children were assessed with a battery of standardized assessment instruments and clinical interviews. Clinical diagnoses were verified with an operationalized diagnostic criteria procedure. Parents and teachers completed several rating scales for each child, including the ADHD-SC4, the Child Behavior Checklist (CBCL), the Teacher Report Form (TRF), and the IOWA Conners Teacher's Rating Scale. Findings support the internal consistency and validity of the ADHD-SC4 as a screening instrument forADHD, oppositional defiant disorder, and aggressive behavior. Sensitivity forADHD was relatively high, especially when information from both parent and teacher ratings was used to determine the presence of symptoms. Eighty-five percent of the children with diagnosed ADHD received high (T≥ 70) ADHD-SC4 Symptom Severity scores. As expected, parent-teacher agreement was modest.ADHD-SC4 scale scores were highly correlated with corresponding CBCL, TRF, and IOWA Conners scale scores. The ADHD-SC4 appears to be a clinically useful screening instrument forADHD.
Child Strengths and the Level of Care for Children with Emotional and Behavioral Disorders
Authors: Oswald Donald P. , Cohen Robert , Best Al M. , Jenson Cary E. , Lyons John S.
Published: May 2008

Child strengths have been recognized as an important variable in clinical decision making. In the present study, data were gathered on 270 children to determine how psychiatric symptoms, functioning, risk behaviors, and child strengths contributed to decisions about placement and intensity of services. Symptoms, functioning, and risk were found to be significantly related to child strengths, and children in home-like settings were found to possess significantly higher levels of strengths than children in nonhomelike settings. A series of logistic regression models demonstrated that child strengths were significantly associated with child placement, even after accounting for the effects of age, race, and level of risk.The data reveal an orderly relationship between child strengths and placement at varied levels of symptoms and risk.
Using Behavior Rating Scales forADHD Across Ethnic Groups
Authors: Reid Robert , Casat Charles D. , Norton H. James , Anastopoulos Arthur D. , Temple E. Paige
Published: May 2008

In this study we examined the normative and construct equivalence of the teacher IOWA Conners Rating Scale (IOWA) in a sample of 3,998 elementary school children (2,124 African American and 1,874 European American) ages 5 to 11 years in an urban school district. Risk odds ratios (% > 2 SD) were calculated by gender and ethnicity. An exploratory Principal Axis factor analysis was performed to determine the appropriateness of the 2-factor model. Structural equation modeling was used to estimate the degree of fit for the 2-factor model. Both African American boys and girls received significantly higher scores than their European American counterpoints.There was a 2.48 to 3.51 greater likelihood forAfrican American boys and a 3.60 to 5.27 greater likelihood of African American girls to be rated > 2 SD above the mean for inattention/overactivity, aggression, or IOWA Conners Rating Scale scores. A rater ethnicity by student ethnicity (European American vs. African American) interaction was also found. Confirmatory factor analysis indicated that the same 2-factor model was appropriate for the African American and European American groups. The results suggest that although there is construct equivalence across the African American and European American groups, there is still a question as to normative equivalence.
The Efficacy of Phonological Awareness Training with First-Grade Students Who Have Behavior Problems and Reading Difficulties
Authors: Lane Kathleen L. , O'Shaughnessy Tam E. , Lambros Katina M. , Gresham Frank M. , Beebe-Frankenberger Margaret E.
Published: May 2008

Research has identified a comorbid group of children who have both antisocial and attention problems. Many of these children demonstrate the most deleterious features of both conditions (e.g., aggression and academic underachievement) and experience the most negative outcomes, including school failure, drug and alcohol abuse, and delinquency in adolescence, than either condition alone.Treatment outcome studies, although few in number, suggest that remediation of academic deficits may be associated with reciprocal effects on social and behavioral domains.The purpose of the present study was to conduct a preliminary investigation of the effectiveness of a reading intervention program for first-grade children at risk for conduct and attention problems.Academic, social, and behavioral outcome measures were examined using single case methodology. Findings support the efficacy of early intervention in the area of early reading for these children. However, the findings also suggest that while improvements were noted, the intervention may not have been of sufficient intensity and duration to (a) produce lasting changes and (b) produce beginning reading skill acquisition at a rate commensurate with normally achieving students of the same age.
Academic Characteristics of Incarcerated Youth and Correctional Educational Programs
Authors: Foley Regina M.
Published: May 2008

A literature review of the academic characteristics of incarcerated youth and the academic correctional education programs serving them was conducted.The outcomes of the review indicated incarcerated adolescents function in the low-average to below-average range of intelligence, perform academically between fifth- and ninth-grade levels, and have histories of high rates of academic failure and grade retention.The predominant feature of correctional education academic programs serving these youth is a broad continuum of curricular offerings, ranging from elementary school to postsecondary school levels. However, the availability of special education services for youth with disabilities varies from state to state. Effective instructional strategies for incarcerated youth appear to be direct instruction and tutoring-based approaches. Implications of the findings for program development are discussed.
Gender Differences in Depressive Symptoms During Adolescence
Authors: Marcotte Diane , Fortin Laurier , Potvin Pierre , Papillon Myra
Published: May 2008

Although boys present a similar or even higher rate of depressive symptoms than girls prior to adolescence, girls become more depressive than boys during their teenage years. Pubertal changes have been suggested to be more stressful for girls than for boys. In addition, they occur more often in synchronicity with the transition to high school, accounting for the emergence of a higher rate of depressive symptoms in girls than in boys during adolescence. Five hundred and forty-seven French-speaking adolescents between the ages of I I years and I8 years (M = 14.46 years; 279 girls and 268 boys) participated in the present cross-sectional study and completed the French versions of the Beck Depression Inventory, the Bem Sex-Role Inventory, the Life Event Questionnaire, the Rosenberg Self-Esteem Questionnaire, the body image sub-scale of the Offer Self-Image Questionnaire, and the Pubertal Development Scale. The results support the view that body image, self-esteem, and negative stressful life events mediate the relationship between gender and depressive symptoms during adolescence.Analyses of a subsample of adolescents who recently went through the transition to high school indicate that body image,self-esteem,and negative stressful life events mediate the relationship between pubertal status and depressive symptoms during the transition to high school.
Effects of Role-Play and Mindfulness Training on Enhancing the Family Friendliness of the Admissions Treatment Team Process
Authors: Singh Nirbhay N. , Wechsler Hollis A. , Curtis W. John , Sabaawi Mohamed , Myers Rachel E. , Singh Subhashni D.
Published: May 2008

This article describes two studies that evaluated training intended to improve the family friendliness of five components of the admissions treatment team process (Introduction, Meeting Management, Case Presentation and Discussion, Service Plans, and Tact and Technicalities) at an inpatient child and adolescent psychiatric hospital. In Study 1, we observed 18 case presentations and found that the ratings on family friendliness were low on Service Plans and Tact and Technicalities. Following three role-play training sessions, we found no statistically significant improvement. In Study 2, we used a multiple-baseline design across treatment team process components and enhanced the family friendliness of each component through mindfulness training. Follow-up observations at monthly intervals for 6 months showed continued high rates of family friendly services. Our study suggests that the mindful delivery of mental health services can produce long-term gains in the family friendliness of admissions treatment teams.
A School, Family, and Community Collaborative Program for Children Who Have Emotional Disturbances
Authors: Kutash Krista , Duchnowski Albert J. , Sumi W. Carl , Rudo Zena , Harris Karen M.
Published: May 2008

In this article, the rationale, development, implementation, and evaluation of a school-based program for students with emotional disturbances who are served in a special education setting is described. The essential features of this program included a training program for professionals from the school and community agencies, the development and implementation of a strengths-based plan in which students and families are included as partners, and a method for evaluating the fidelity of program implementation. Results indicated a reduction in discipline referrals, better retention of students with emotional disturbances in their community schools, and a trend toward improved emotional functioning. In addition, fidelity was positively related to higher reading achievement.The findings are discussed in terms of their implications for policy, training, and future research efforts.
Maximizing Student Learning
Authors: Ron Nelson J. , Martella Ronald M. , Marchand-Martella Nancy
Published: May 2008

This article offers an evaluation of a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors.The program consists of five main elements— a school-wide discipline program, one-to-one tutoring in reading, conflict resolution, a video-based family management program, and an individualized, function-based behavior intervention plan—that were developed through a consensus-building participatory process. Seven elementary schools in one district were studied for 2 years. Comparisons with the district's remaining 28 elementary schools indicated strong positive effects on the number of formal disciplinary actions and academic performance of schools. In addition, comparisons between target students (those who exhibited disruptive behaviors) and criterion students (those who did not exhibit disruptive behaviors) indicated positive effects on the social adjustment and academic performance of the target students.
Early Intervention, Positive Behavior Support, and Transition to School
Authors: Fox Lise , Dunlap Glen , Cushing Lisa
Published: May 2008

Problem behaviors are addressed most effectively when children are young, through the avenues of family-centered early intervention services.These types of services have a great potential for reducing children's problem behaviors and increasing families' competencies and abilities to resolve future problems. As children age, however, the transitions from early intervention and family-centered services to school-based interventions are associated with a variety of challenges that can affect the quality and efficacy of behavior support. In this article, we describe positive behavior support as it is applied in the context of early intervention and as children progress through their preschool years into kindergarten and elementary school.Variables that contribute to effective interventions for young children and families are discussed, as are issues that must be considered in order to construct optimally beneficial transitions and subsequent positive school experiences for young children with behavioral challenges.
Wraparound and Positive Behavioral Interventions and Supports in the Schools
Authors: Eber Lucille , Sugai George , Smith Carl R. , Scott Terrance M.
Published: May 2008

Effective school-based programming for students with behavioral difficulties continues to challenge educators. Consensus is growing that prevention and early intervention must be prioritized, agencies must collaborate, and family—school partnerships must be improved so that effective interventions are actually implemented. This article explores how the school-based wraparound approach and a school-wide systems approach to positive behavioral interventions and supports (PBIS) work together to create more effective school environments and improved outcomes for students with or at risk of behavioral challenges. Complementary aspects of these wraparound and PBIS approaches are described, and future directions for research and practice are explored.
The Convergent Validity of Office Discipline Referrals with the CBCL-TRF
Authors: Ron Nelson J. , Benner Gregory J. , Reid Robert C. , Epstein Michael H. , Currin Deann
Published: May 2008

Office discipline referrals are one approach that educators could use (a) as a guide in the development and/or selection of primary, secondary, and tertiary prevention programs; (b) as an outcome measure with which to assess the effectiveness of those programs; and (c) as an early screening procedure to identify children who might benefit from the secondary and tertiary programs.The purpose of this study was to examine the extent to which children who met the borderline and clinical cut-off scores on the Teacher Report Form (TRF; Achenbach, 1991b) received one or more office discipline referrals (the most liberal criteria possible) to determine the levels of false negatives (failure to detect a problem when one exists) that would occur if one used office discipline referrals as an early screening device.The relatively high levels of false negatives suggest that the use of office discipline referrals as an early screening device may fail to identify relatively large numbers of young children in need of interventions and supports.This issue appears to be even more pronounced in the case of students who are experiencing internalizing-related problems. Results, limitations, and future research needs are discussed.
Stress, Biases, or Professionalism
Authors: Abidin Richard R. , Robinson Lina L.
Published: May 2008

This study sought to identify the relative contributions of some of the variables that are thought to influence teachers' referral judgments.The primary variables that have been identified in the literature include student demographic characteristics,academic achievement, socioeconomic and emotional and behavioral problems, and teachers' perceptions of students. In addition to these variables, this study also examined a conceptually relevant variable, teaching stress, in relation to teachers' referral decisions.Thirty kindergarten through fifth-grade general education teachers identified three students ( n = 90) in each of their classes. Teachers were asked to rate their likelihood of referring each student for a psychoeducational assessment. Results suggest that the best predictors of teachers' referral judgments are teachers' judgments about the presence of behavioral problems and the students' academic competence.This model accounted for 51% of the variance in referral ratings. Student demographic characteristics, observed off-task behavior, and teachers' stress failed to make a significant contribution to the model. These findings suggest that teachers' professional judgment, not racial or socioeconomic bias or teaching stress, appears to drive referral decisions.
Relationships Between Problem Behaviors and Academic Achievement in Adolescents
Authors: Barriga Alvaro Q. , Doran Jeffrey W. , Newell Stephanie B. , Morrison Elizabeth M. , Barbetti Victor , Dean Robbins Brent
Published: May 2008

Numerous studies have documented relationships between a variety of problem behaviors and academic achievement measures. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth.This study addressed the relationships between 8 teacher-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, social problems, thought problems, attention problems, delinquent behavior, aggressive behavior) and standardized measures of academic achievement (overall, reading, spelling, arithmetic, performance). The sample comprised 41 boys and 17 girls ages 11 to 19 years ( M = 15.02, SD = 1.90) enrolled in an alternative school. Although withdrawn, somatic complaints, delinquent behavior, and aggressive behavior syndromes exhibited significant zero-order correlations with the academic achievement measures, each of these relationships was mediated by attention problems. A post hoc analysis suggested that the observed association between attention problems and academic achievement was primarily due to the inattention component of the syndrome rather than the hyperactivity—impulsivity component.The findings are discussed with reference to theoretical, research, and treatment implications.
Treatment of Oppositional Behavior in Children of Parents with Brain Injury and Chronic Pain
Authors: Ducharme Joseph M. , Davidson Amy , Rushford Nancy
Published: May 2008

Following a brain injury, parents often experience dispositional changes that can have a devastating effect on family relationships. Such problems are often amplified by the presence of chronic pain,which is a common sequela of brain injury and can reduce or impede the parent's ability to maintain a warm and responsive relationship with the child. In this case study involving two fathers with brain injury and severe chronic pain, we evaluated the effects of errorless compliance training, a recently developed, nonintrusive and success-based intervention, on the cooperation of their sons. After their parents' head injury, the children became severely avoidant and oppositional with the injured parents. Following treatment, children demonstrated high levels of compliance to parental requests as well as generalization and maintenance of treatment gains. Errorless compliance training may be useful for assisting parents with cognitive, emotional, and physical impairments to maintain a more cooperative relationship with their children.
A Historical Perspective on National Child Mental Health Policy
Authors: Lourie Ira S. , Hernandez Mario
Published: May 2008

This country has never had a formalized child mental health policy, if one uses the definition of child men tal health policy as the existence of governmental commitment to ensure the availability of appropriate mental health services to children (birth-21 years) and their families. Over the past century, the field of children's mental health has borrowed policy from child welfare, juvenile justice, special education, and adult mental health, but attempts to form a comprehensive policy have been inadequate in scope and follow-through. The latest attempts at the creation of such a policy through the managed behavioral healthcare revolution and the federal government's Child and Adolescent Service System Program and Child Mental Health Services Initiative have been no more successful than past efforts in creating meaningful policy. Until a comprehensive policy is forged, children's mental health services will remain informal, incomplete, and piecemeal, making it difficult for children with mental health problems and their families to receive appropriate services.
Building Upon the Theory of Change for Systems of Care
Authors: Hernandez Mario , Hodges Sharon
Published: May 2008

The concept of systems of care for children with serious emotional disturbance and their families is described in this article as an explicit organizational philosophy that emphasizes services that are family focused, individualized, provided in the least restrictive environment, coordinated among multiple agencies, and culturally competent. This conceptualization is contrasted with the view of systems of care as discrete interventions causally related to improving child-level outcomes. Systems of care are presented as mutable strategies for improving organizational relationships that are best judged by outcomes focused at the organizational level. Rethinking and expanding the theory of change underlying systems of care are recommended in order to support development of the knowledge base for understanding what systems of care are, what they are not, and what they can be expected to accomplish.
Research in the Service of Policy Change
Authors: Friesen Barbara J. , Giliberti Mary , Katz-Leavy Judith , Osher Trina , Pullmann Michael D.
Published: May 2008

In this article we provide an example of some ways in which research can be used in the policy change process, using the issue of custody relinquishment ("the custody problem") as an example. Our view is that research findings alone rarely cause needed policy change; however, research can be used to inform policy in a number of ways: (a) identifying and describing the nature and extent of an issue or social problem, (b) revealing the negative consequences of the identified problem, (c) estimating the consequences of various strategies, and (d) studying the process and outcomes of policy implementation. In the case studies profiled here, research was most effective when combined with family stories.The stories gave the problem life, and the research helped find families with stories to tell, established that the problem was more than anecdotal, and suggested ways that the problem could be addressed. Research was also used to identify problems in the implementation of policy change and outcomes.
Beyond Child Protection
Authors: Webb Mary Bruce , Harden Brenda Jones
Published: May 2008

The child welfare system is in a period of significant reform that offers both opportunities and challenges regarding more effective collaboration between the mental health and child welfare systems. In this article we examine recent federal, state, and local initiatives that have influenced child welfare policy and practice on a national scale,with particular emphasis on those policies that offer opportunities for better coordination of services between mental health and child welfare agencies.To plan for effective services, mental health policy makers and practitioners must be cognizant of available funding streams for child welfare, trends and innovations within the child welfare system, the contextual factors that shape services to the children and families who are under its supervision, and the special characteristics of the population that it serves.
Rejected Youth in Residential Treatment
Authors: Hoff Kathryn E. , Dupaul George J. , Handwerk Michael L.
Published: May 2008

In this investigation we examined the social relationships formed by children who were identified as rejected. A total of 105 students attending a middle school (fourth through eighth grade) within a large community-style residential treatment facility participated in this study. Data were collected on the students' social networks and sociometric status. Results indicated that a majority of rejected children affiliated within a peer cluster and were well integrated within the broader social network. Students who affiliated in peer clusters with a rejected student tended to be similar in sociometric status. Implications of these findings are discussed in relation to the peer rejection and the social affiliation research literatures.
Improving the Effectiveness of Behavioral Classroom Interventions for Attention-Deficit/Hyperactivity Disorder
Authors: Fabiano Gregory A. , Pelham William E.
Published: May 2008

Behavioral classroom interventions are an empirically supported treatment for attention-deficit/ hyperactivity disorder (ADHD). This case study reports how modifications to an existing behavior management plan improved the behavioral intervention of a third-grade boy diagnosed with ADHD. A multiple baseline design across settings was used to demonstrate the effectiveness of the modified intervention. Behavioral observations indicated improvement in on-task behavior and reductions in disruptive behavior.The treatment was judged to be socially valid as the teachers overwhelmingly accepted it and modified the participant's behavior to normative classroom behavior limits.This case study illustrates the importance of evaluating and modifying existing behavioral treatments for ADHD in the classroom to increase treatment effectiveness.
Community Reintegration Outcomes for Formerly Incarcerated Adolescent Fathers and Nonfathers
Authors: Unruh Deanne , Bullis Michael , Yovanoff Paul
Published: May 2008

This article examines the community reintegration outcomes for adolescents with co-existing behaviors associated with juvenile offending and fatherhood. Data were gathered from the Transition Research on Adjudicated Youth in Community Settings (TRACS) research project, a 5-year prospective, longitudinal examination of outcomes for incarcerated juvenile offenders as they transitioned from youth correctional facilities back into the community. Of the TRACS sample, 125 (28.3%) of the participants reported that they had become fathers before their 20th birthday. Juvenile offenders who were fathers were found to return to the juvenile correctional system at a higher rate than nonfathers (59.4% to 47.5%) within 12 months of initially leaving that system. Fathers who remained in the community were (a) more than 3 times more likely to be employed within 6 months of exit and (b) more than 2.5 times more likely to use community resources over an 18-month period as compared with fathers who returned to custody. The results provide support for the development of interventions connecting these high-risk individuals with employment and community services immediately upon exit from the youth correctional system.