bluuebunny/crossref_metadata_2025 huggingface dataset:
Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices
Authors: Lewis Timothy J. , Hudson Shawna , Richter Mary , Johnson Nanci
Published: March 2018

Both No Child Left Behind and the Individuals with Disabilities Education Act require educators to use research-validated practices in classrooms. And yet education, special education, and the field of emotional and behavioral disorders (E/BD) continue to show large gaps in the consistent use of best practices. The authors propose that the research-to-practice gap can be traced to the lack of clear, consistent criteria to determine what are research-based practices and the absence of support structures to assist educators in implementing such practices. A four-phase review process was developed based on current recommendations from the E/BD literature, and a brief review of classroom-based strategies was conducted. Four practices were identified as being research based. The authors discuss each of these practices and call for the field of special education, and E/BD in particular, to develop and adopt a universal set of standards to determine research-based practice and look to school systems to support their use.
The Impact of NCLB and the Reauthorization of IDEA on Academic Instruction of Students with Emotional or Behavioral Disorders
Authors: Mooney Paul , Denny R. Kenton , Gunter Philip L.
Published: March 2018

The impact of recent legislative changes to the Elementary and Secondary Education Act (No Child Left Behind) and those proposed for the reauthorization of the Individuals with Disabilities Education Improvement Act (Senate Bill 1248) are discussed as they relate to academic instruction for students with emotional or behavioral disorders. The authors consider the definitions and impact of “highly qualified” teachers, scientifically based teaching practice, annual yearly progress, and access to the general education curriculum. They assert that (a) any impact on academic instruction will be largely indirect and (b) the current educational context presents a unique opportunity to develop more effective instruction in schools.
Measurement Issues in EBD Research: What we know and how we Know It
Authors: Sasso Gary M.
Published: March 2018

Since the passage of the No Child Left Behind Act in 2002, educators have been advised that it is no longer acceptable to allow ideology, fads, or untested procedures to define teaching. Therefore, knowing what counts as evidence and why it counts is the primary issue of the early 21st century in the field of Emotional and Behavioral Disorders (EBD). Over the last several years, we have been engaged in an effort to define our field as a set of standardized, evidence-based, and sustainable practices. Issues related to the validity of research are at the center of that discussion. This article responds to the work of other authors in this special issue through a discussion of the role of science in EBD, various aspects of validity related to current interventions, and threats to the systematic determination of a valid research base in the field.
Three-Year Outcomes for Positively and Negatively Discharged EBD Students from Nonpublic Special Education Facilities
Authors: Carran Deborah , Kerins Marie , Murray Susan
Published: March 2018

This paper presents results from a study initiated by a consortium of non-public special education facilities to respond to issues of accountability. Research questions were (a) How do students from the most restrictive therapeutic non-public special education facilities compare with other nationally published studies?; and (b) How do positive and negative discharge students differ in transition experiences after leaving a restrictive therapeutic nonpublic special education facility? Three cohorts of EBD students discharged 1994–1997 from seven non-public special education facilities in Maryland were tracked for three years using a longitudinal panel design with telephone interview surveys. Descriptive results are presented, which indicated that students who received intensive and specialized services in non-public education centers completed/graduated (positive discharges) at a much higher rate than national and regional averages and had lower arrest rates at the end of three years. This sample was most independent at Year 2 (employment, living situation, and related outcomes), but by Year 3, level of independence was lower than Year 1. Limitations and implications of findings are discussed.
School as the Entry Point: Assessing Adherence to the Basic Tenets of the Wraparound Approach
Authors: Epstein Michael H. , Nordness Philip D. , Gallagher Ken , Nelson J. Ron , Lewis Linda , Schrepf Sheryl
Published: March 2018

In an effort to address the problem behaviors of children and youth, professionals have advocated for the implementation of three-tiered prevention programs: primary, secondary, and tertiary. The wraparound approach has been advanced as an appropriate tertiary program that can be used to address the complex behaviors and needs of students and their families. Although researchers have explored adherence to the basic tenets of the wraparound approach when community mental health settings serve as the entry point, it appears that there is virtually no description or information on adherence when schools serve as the entry point. The purpose of this study was to examine adherence to the basic tenets of the wraparound approach when the school serves as the entry point. Results from 112 observations identified some strengths and weaknesses in the adherence to the basic tenets of the wraparound approach when school serves as the entry point. Limitations, future research needs, and practical implications are discussed.
Pharmacological Intervention Research for Academic Outcomes for Students with ADHD
Authors: Ryan Joseph B. , Reid Robert , Epstein Michael H. , Ellis Cynthia , Evans Joseph H.
Published: March 2018

This study reviews the status and trends of pharmacological intervention research focused on the academic functioning of children and adolescents with attention deficit hyperactivity disorder (ADHD). Forty-two studies involving 1,668 participants were included in the review. Results indicated: (1) information on participants is limited; (2) relatively few studies have investigated the effects of psychotropic medications among adolescent populations; (3) the types of medications investigated are limited; (4) dependent measures are often lacking in sophistication (i.e., number of math problems correct); (5) treatments have been limited to short-term interventions; and (6) medication-type interventions resulted in a moderate beneficial effect across academic subject areas for children and adolescents with ADHD.
An Inclusive Approach to Improving Early Literacy Skills of Students with Emotional and Behavioral Disorders
Authors: Wehby Joseph H. , Lane Kathleen L. , Falk Katherine B.
Published: March 2018

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed.
Teaching Effort and the Future of Cognitive-Behavioral Interventions
Authors: Gerber Michael M. , Solari Emily J.
Published: March 2018

In this article we discuss two impediments to widespread adoption and implementation of cognitive-behavioral intervention (CBI) procedures by teachers of students with behavior disorders. First, its principles can be difficult, even for researchers and other specialists. Second, despite ample demonstration that teachers can be taught CBI techniques, implementation at significant scale is impeded by historical resistance to the use of behavioral techniques, even after 30 years of research meant to place behavior management in schools on a scientific basis. We conclude with comments on the likelihood of wider use of CBI and offer recommendations for a research implementation agenda that focuses on generalization of appropriate use of CBI across teachers and schools.
Methodological Issues in Evaluating Cognitive-Behavioral Treatments for Students with Behavioral Disorders
Authors: Gresham Frank M.
Published: March 2018

Cognitive-behavior therapy (CBT) is based on the notion that thoughts, emotions, and actions are reciprocally linked and that changes in one of these necessarily will produce changes in the others. In CBT, thoughts, emotions, perceptions, and information processing styles all play a key role in the development and remediation of behavior and adjustment difficulties of children with emotional and behavioral disorders. This article focuses on methodological issues involved in the development, implementation, and evaluation of outcomes in CBT. Several meta-analyses of the literature suggest that approximately 65% of children and youth receiving CBT improve compared to only 35% of controls. Criteria for evidence-based interventions used to determine the efficacy and effectiveness of cognitive-behavioral treatments are described. This article discusses the role of cognition in CBT, criteria for determining clinical significance of treatment effects, mediators and moderators of treatment outcomes, and treatment integrity of CBT.
Managing Aggression Using Cognitive-Behavioral Interventions: State of the Practice and Future Directions
Authors: Smith Stephen W. , Lochman John E. , Daunic Ann P.
Published: March 2018

Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral disorders (EBD). Teachers who work with students with EBD have traditionally relied on externally applied behavioral techniques to manage aggressive behavior, but researchers more recently have studied interventions that use traditional behavioral principles of behavior change along with cognitive components to increase student self-regulation, prevent or ameliorate aggressive behavior patterns, and increase constructive social interactions and long-term behavioral change. With this in mind, we examine aggression from a contextual social cognitive perspective, describe the cognitive-behavioral approach to intervention, provide examples of cognitive-behavioral programs aimed at reducing aggression and teaching appropriate replacement behaviors, and conclude with comments about the future direction of cognitive-behavioral interventions in classrooms for students with EBD
Promoting the Involvement of Students with Emotional and Behavioral Disorders in Career and Vocational Planning and Decision-Making: The Self-Determined Career Development Model
Authors: Benitez Debra T. , Lattimore Jennifer , Wehmeyer Michael L.
Published: March 2018

The authors examined the effectiveness of a support model to instruct five youth with EBD to self-direct the problem-solving processes and promote self-determination skills by enabling them to: (a) set employment/career related goals, (b) develop and implement a plan toward goal attainment; and (c) adjust and evaluate progress toward meeting their goals. Participants chose individualized employment goals and worked through the model as a support to planning, implementing, and attaining their goals. An AB design was used to evaluate goal achievement. The results revealed that all participants made progress toward each of their goals. Additionally, all participants reported that they achieved their target goals and were satisfied with the support that the model provided. Results support the potential utility of the model in promoting self-determination skills and increasing positive employment outcomes for youth with EBD.
Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making
Authors: Dion Eric , Fuchs Douglas , Fuchs Lynn S.
Published: March 2018

This experimental study examined the influence of a classwide peer-tutoring reading program (Peer-Assisted Learning Strategies; PALS) on the quality of social relationships of elementary school children. Using a sociometric procedure, social preference and friendships were evaluated before and after the PALS program. Overall (mean) and differential (conditional on pre-treatment status) effects were considered. Modest positive effects were detected, but only for children who were unpopular or had no friends before the intervention. We discuss the possibility that problem behaviors may negate the generally positive effects of peer-mediated activity on social relations.
Using Different Measures, Informants, and Clinical Cut-Off Points to Estimate Prevalence of Emotional or Behavioral Disorders in Preschoolers: Effects on Age, Gender, and Ethnicity
Authors: Feil Edward G. , Small Jason W. , Forness Steven R. , Kaiser Ann P. , Hancock Terry B. , Serna Loretta A. , Brooks-Gunn Jeanne , Bryant Donna , Kuperschmidt Janis , Burchinal Margaret R. , Boyce Cheryl A. , Lopez Michael L.
Published: March 2018

The early identification and remediation of emotional or behavior disorders are high priorities for early-childhood researchers and are based on the assumption that problems such as school failure can be averted with early screening, prevention, and intervention. Presently, prevalence, severity, and topography of mental health needs among low-income preschoolers and their families have not been well documented. Tools for screening and intervention for behavior problems in preschool children are few and many of those tools have not been studied within diverse Head Start systems. In this study, five instruments of symptoms and functional impairment, completed by teachers and two completed by parents, were obtained on a sample of 1,781 Head Start children from diverse racial and ethnic backgrounds from the Head Start Mental Health Research Consortium. Clinical cut-off scores were used to identify children who could be considered at relatively serious risk for emotional or behavioral disorders. At-risk classifications using clinical cut-offs at both 1.0 and 1.5 standard deviations for each measure were examined singly and in combination and then compared to the overall sample for age, gender, and ethnicity. Identification of children considered at risk ranged from a low of 1% to a high of 38%, with evidence of differential effects on age, gender, or ethnicity for some individual measures, but these tended to diminish when combinations of symptom and impairment measures were used. Implications for choosing instruments to establish eligibility for emotional or behavioral disorders in preschoolers are discussed.
The Pursuit of Evidence-Based Practice in Special Education for Children with Emotional or Behavioral Disorders
Authors: Forness Steven R.
Published: March 2018

Colleagues in the field of mental health have made considerable progress developing inventories of evidence-based practice; however, the field of special education for children with emotional or behavioral disorders has only recently begun to do so. This paper provides some personal reflections on four major issues for consideration as we pursue evidence-based practice in this field, including: (1) the nature of acceptable evidence; (2) the sustainability of evidence-based practice; (3) the overlap of learning disabilities and emotional or behavioral disorders; and (4) the context of special education in the field of mental health. Such problems are formidable and remain largely unresolved as we enter a new phase of deliberation regarding evidence-based practice.
Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I—Are They More Alike than Different?
Authors: Lane Kathleen L. , Wehby Joseph H. , Little M. Annette , Cooley Cristy
Published: March 2018

It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the academic, behavioral, and social deficits of students educated in the more restrictive setting actually have greater deficits. Results indicated that students educated in self-contained classrooms had higher academic skills than students educated in a self-contained school as measured by standardized and curriculum-based measures. However, teacher report data did not support these findings. Although there were some behavioral differences in students educated in these two settings, there were no differences in social skills, which were also assessed using teacher reports. Collectively, these variables explained a substantial amount of the difference (43% of the variance) between the students educated in these two settings. Limitations and directions for future research are offered.
School Counselors’ Knowledge of Functional Behavioral Assessments
Authors: Villalba José A. , Latus Maryann , Hamilton Stacie , Kendrick Colleen
Published: March 2018

A functional behavioral assessment (FBA) is one of the tools used by school personnel for providing a fair educational experience for students in special education programs. Although several school counselors are expected to participate in school-level FBA teams, questions arise as to their level of awareness, training, and beliefs regarding FBA procedures and practices. For this study, practicing school counselors were surveyed in order to determine their awareness, knowledge, and role in the FBA process.
Replication Study of the First Step to Success Early Intervention Program
Authors: Lien-Thorne Stephanie , Kamps Debra
Published: March 2018

This article describes a replication of the First Step to Success program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the First Step to Success program to (1) serve slightly older students than those in the earlier kindergarten studies; (2) assess implementation effects across a full school day rather than half-day periods; and (3) determine effects when used in conjunction with individualized, across-the-day, contingency reinforcement systems. A multiple-baseline design was used to study the effects of the First Step to Success early intervention program. Three students and their parent(s) and teachers participated in the study. Direct observation measures showed dramatic improvements in academic engagement time and decreases in disruptive behavior. Findings across students indicated that intensive behavioral interventions increased positive outcomes for students who are at risk for emotional and behavioral disorders (EBD).
Increasing Peer Interactions for Students with Behavioral Disorders via Paraprofessional Training
Authors: Malmgren Kimber W. , Causton-Theoharis Julie N. , Trezek Beverly J.
Published: March 2018

As more and more students with behavioral disorders (BD) are included in general education classrooms, the use of paraprofessionals in one-on-one support roles has expanded. Unfortunately, the use of paraprofessionals to provide one-on-one assistance can result in social isolation for students with disabilities. This multiple-baseline single-subject study examined the effectiveness of a paraprofessional training program designed to teach paraprofessionals to facilitate interactions between elementary-age students with BD and their peers in the general education classroom. Baseline and postintervention observational data reflecting: (1) the proximity of the paraprofessionals in relation to the students with BD; (2) the amount and type of facilitative behaviors displayed by the paraprofessionals; and (3) the rate of peer interactions experienced by the participating students with BD were collected for three paraprofessional/student pairs over a 7-week period. Rates of student interaction increased following the intervention. Rates of paraprofessional facilitative behavior also increased, though less markedly. Additionally, after the training intervention, all participating paraprofessionals faded their assistance more frequently and spent less time in the immediate vicinity of the students they served. Recommendations for use of paraprofessionals in the classroom and for paraprofessional training are discussed.
The Effects of Computer-Administered Choice on Students with and without Characteristics of Attention-Deficit/Hyperactivity Disorder
Authors: Bennett Deborah E. , Zentall Sydney S. , French Brian F. , Giorgetti-Borucki Karen
Published: March 2018

Providing choice to individual students with attention-deficit/hyperactivity disorder (ADHD) has previously been demonstrated (in single-subject research) to reduce undesirable behavior but has failed to demonstrate gains that are independent of task difficulty or interests/preferences. We examined choice of feedback type on a computerized math task for 9 students with symptoms of attention-deficit/hyperactivity disorder (ADHD) and 17 typical peers. A brief choice was sufficient to modulate behavior of students with ADHD, especially over time. In addition, spoken problems with positive visual feedback “normalized“ their performance. The educational implications of these findings were that even minimal curriculum options in general education could differentially improve the behavioral responses of students with ADHD.
FBA and BIP: Increasing the Behavior Adjustment of African American Boys in Schools
Authors: Lo Ya-Yu , Cartledge Gwendolyn
Published: March 2018

Overrepresentation of African American boys in disciplinary and special education referrals has been a national conern. This study used functional behavioral assessments (FBAs) and behavioral intervention plans (BIPs) as a means to prevent disproportionality of African American boys. Based on FBA results, interventions were developed for four elementary students to include skill training, differential reinforcement, and a self-monitoring program. The interventions not only meaningfully reduced the students' target problem behaviors to a level similar to that of their comparison peers, but also produced positive outcomes for their alternative replacement behavior. The across-setting generality effects, however, were limited. Implications are discussed regarding the efficacy of FBAs and BIPs for African American boys at risk for and with disabilities.
Peer Tutoring and Students with Emotional or Behavioral Disorders: A Review of the Literature
Authors: Spencer Vicky G.
Published: March 2018

This article presents an updated research synthesis on the use of students with emotional or behavioral disorders as tutors and/or tutees. Thirty-eight studies from 1972 to 2002 were identified in which students with emotional or behavioral disorders served as tutors and/or tutees in order to teach their peers a variety of academic and social skills. Within the instructional settings, a variety of peer tutoring models and configurations were found, including cross-age tutoring, which involves older students tutoring younger students, and same-age tutoring, which involves students of the same age tutoring each other. In some studies, a reciprocal component was implemented in which students exchanged roles during the sessions so that each student served as the tutor and the tutee. Overall, results suggest that students with emotional or behavioral disorders can successfully serve as tutors and tutees in reading, writing, and math classes while this replication and expansion of previous research (Maheady, Harper, & Sacca, 1988; Maheady, Sacca, & Harper, 1988) offers promising results in social studies. In addition, recent peer-tutoring research has examined the use of explicit strategy instruction in content-area classes, moving beyond the basic skill and drill of factual information. Implications for future research and practice are discussed.
Profiles of Young Children Teacher-Identified as at Risk for Emotional Disturbance: A Pilot Study
Authors: Trout Alexandra L. , Epstein Michael H. , Nelson J. Ron , Reid Robert , Ohlund Barbara
Published: March 2018

As prevention and early intervention opportunities for young children at risk of emotional disturbance (ED) increase, questions regarding the effectiveness of these programs for specific subpopulations of children have emerged. To date, few investigators have examined young children entering early school prevention/intervention programs to determine if clear subpopulations can be identified, and if so, which characteristics are most distinguishing. This study examined the risk factors of 140 kindergarten and first-grade students, identified by teachers as at risk of ED, to determine if distinct profiles exist. Cluster analysis procedures using teacher, child, and parent reports of family, academic, and social/emotional data revealed five distinct clusters: Parent nominated (n = 24), Elevated risks (n = 43), Primarily behavior (n = 25), Primarily academic (n = 27), and False positives (n = 21). Validation techniques revealed that the five clusters were distinguished by clear profiles, which differed across level of severity (i.e., high or low levels of risk per domain) and primary focus of risk (i.e., academic, social/emotional, or familial). Similarities and differences across cluster groups, possible implications for targeted prevention or early intervention programs, study limitations, and directions for future research are presented.
Treatment and Posttreatment Effects of Residential Treatment Using a Re-education Model
Authors: Fields Elaine , Farmer Elizabeth M.Z. , Apperson Joy , Mustillo Sarah , Simmers Deborah
Published: March 2018

This study examined preliminary effectiveness of one of the first Project Re-ED (Re-education of Emotionally Disturbed children) residential treatment centers for children. Data were collected at admission, at discharge, and up to 6 months postdischarge. Findings show substantial decreases in problem behaviors and improvements in personal strengths during treatment for children ages 6-12. Despite some deterioration of outcomes in the postdischarge period, improvement compared to baseline continued to be evident at 6 months postdischarge. Multivariate analysis showed that relatively few factors were associated with differential change while in treatment. Younger age, however, was related to more substantial change during treatment and longer length of stay was associated with more positive outcomes by 6 months postdischarge.
Recent Randomized Clinical Trials Comparing Behavioral Interventions and Psychopharmacologic Treatments for Students with EBD
Authors: Forness Steven R. , Freeman Stephanny F. N. , Paparella Tanya
Published: March 2018

Although many psychopharmacologic treatments and behavioral or cognitive behavioral interventions have been established as evidence-based practices, they have seldom been directly compared to one another as to outcome in children with emotional or behavioral disorders (EBD). In this paper, we present findings from 6 recent randomized clinical trials that made such direct comparisons. Three involve children with attention deficit hyperactivity disorder (ADHD), and 3 involve children or adolescents with depression or anxiety disorders. Findings suggest that combined treatments are probably most efficacious but that psychopharmacologic treatments may be somewhat more effective than behavioral or cognitive behavioral interventions in at least 5 of the 6 trials. These results are discussed in reference to pursuit of evidence-based practice in special education.
Effects of Corrective Reading on the Reading Abilities and Classroom Behaviors of Middle School Students with Reading Deficits and Challenging Behavior
Authors: Lingo Amy S. , Slaton Deborah Bott , Jolivette Kristine
Published: March 2018

A multiple probe design was employed for this study to assess the effectiveness of the Corrective Reading program (Engelmann et al., 1999) on students' reading fluency and behavior during reading-related instruction. Direct observations assessed the effect on students' behavior in both general and special education classrooms. Reading fluency measures were included on within-program passages and grade-level text oral readings. The study revealed reading gains for within-program and generalization passages. Both students and teachers indicated positive perceptions of the Corrective Reading program.
Reading Instruction for Students with Emotional and Behavioral Disorders and at Risk of Antisocial Behaviors in Primary Grades: Review of Literature
Authors: Rivera Mabel O. , Al-Otaiba Stephanie , Koorland Mark A.
Published: March 2018

Frequently, students with emotional and behavior disorders (EBD) exhibit academic underachievement combined with high levels of externalizing behaviors and resistance to instructional efforts. Regardless of the present reading initiatives, research focusing on interventions for teaching reading to students with EBD continues to be limited. This article extends previous efforts to review literature concerning reading instruction interventions for students with EBD. Specifically, this review focuses on interventions employed in primary grades. Because of the paucity in research and documented issues related to late and misidentification of students with EBD, studies including students at risk of antisocial behaviors were included. Eleven studies were found and carefully reviewed. Results demonstrate the efficacy of several reading interventions, including Direct Instruction, peer tutoring, and behaviorally based procedures such as time delay prompting, trial and error, and differential reinforcement.
Situating Math Instruction in Rich Problem-Solving Contexts: Effects on Adolescents with Challenging Behaviors
Authors: Bottge Brian , Rueda Enrique , Skivington Michael
Published: March 2018

This mixed-methods study assessed the effects of enhanced anchored instruction (EAI) on the math achievement of 17 adolescents who attended an alternative high school for at-risk students with challenging behaviors. EAI is a method specially designed for developing the math skills of low-achieving adolescents that uses multimedia-based and hands-on math problems to support learning in generative learning environments. Results indicated that students scored higher on both curriculum-aligned problem-solving tests (ES = 0.75 and 0.78), but they showed no improvement on a fraction computation test or on standardized measures. Descriptive data from classroom observations and poststudy interviews suggest instructional and learning factors that may account for the findings.
Prevention and Intervention with Young Children's Challenging Behavior: Perspectives regarding Current Knowledge
Authors: Dunlap Glen , Strain Philip S. , Fox Lise , Carta Judith J. , Conroy Maureen , Smith Barbara J. , Kern Lee , Hemmeter Mary Louise , Timm Matthew A. , Mccart Amy , Sailor Wayne , Markey Ursula , Markey D.J. , Lardieri Sharon , Sowell Cathy
Published: March 2018

Challenging behavior exhibited by young children is becoming recognized as a serious impediment to social–emotional development and a harbinger of severe maladjustment in school and adult life. Consequently, professionals and advocates from many disciplines have been seeking to define, elaborate, and improve on existing knowledge related to the prevention and resolution of young children's challenging behaviors. Of particular concern for the field of behavioral disorders is the lack of correspondence between what is known about effective practices and what practices young children with challenging behavior typically receive. To increase the likelihood that children receive the best of evidence-based practices, the current analysis was conducted to provide a concise synthesis and summary of the principal evidence pertaining to the presence and impact, prevention, and intervention of challenging behaviors in young children. A consensus building process involving review and synthesis was used to produce brief summary statements encapsulating core conclusions from the existing evidence. This article presents these statements along with descriptions of the strength of the supporting evidence. The discussion addresses directions and priorities for practice and future research.
Interventions for Students with Behavioral Disorders: An International Literature Review
Authors: Gulchak Daniel J. , Lopes João A.
Published: March 2018

Students with emotional and behavioral disorders (EBD) are found internationally. This systematic literature review identifies interventions conducted on these students. Although the U.S. produces abundant studies on effective school-based academic and behavioral interventions, a search of over 4,000 articles published over 6 years yielded only 11 international studies meeting the selection criteria. Out of 11 qualified studies, 6 reported therapeutic treatments, 8 targeted elementary students, 9 were conducted in self-contained classrooms, and 9 were from the U.K. These findings indicate a paucity of quantitative research determining effectiveness of EBD interventions currently used in schools worldwide. The results indicate that quantitative studies are not the standard of evidence-based practice internationally, and diagnostic criteria and terms used to identify students vary worldwide.
Perceptions and Record of Violence in Middle and High School
Authors: Ashford Roger , Queen J. Allen , Algozzine Bob , Mitchell Grace
Published: March 2018

A common image of public schools is that they are inherently violent places where children are in constant danger of becoming victims of crime and are fearful of aggression at the hands of classmates. Noting the relatively few occurrences of violent behavior in most schools, some professionals assert that students are far safer there than in many homes and neighborhoods. Although fighting, violence, and gangs remain problems that many communities are addressing, teachers, parents, and students believe that their schools are safe places where children can grow and learn. This research examined the nature of the most common discipline problems in middle and high schools. The authors compared the perceptions of middle and high school teachers, parents, and students regarding discipline problems in their own schools with actual discipline problems reported by administrators for documentation in the state's student information database. They authors conclude that behavior incidents in middle and high school are relatively nonviolent, despite the public perception that school violence is increasing.
Enhancing Effects of Check-in/Check-out with Function-Based Support
Authors: Campbell Amy , Anderson Cynthia M.
Published: March 2018

Targeted interventions (also called Tier 2 interventions or secondary interventions) are implemented within a comprehensive three-tiered system of support consisting of universal interventions (for all students), targeted interventions (for students exhibiting mild behavioral difficulties), and intensive interventions (for students requiring individualized support). Check-in/check-out is a targeted intervention designed to reduce incidences of disruptive behavior and increase prosocial behavior. Although check-in/check-out has been shown to be effective in a number of published articles, studies are still needed documenting (a) the utility of this intervention when implemented by educators as part of the larger school system of support and (b) guidelines for increasing the likelihood the intervention is matched to students most likely to benefit. In the current study, the authors address both of these needs by evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school. When the intervention did not produce significant effects, the authors modified the intervention slightly based on outcomes of functional behavior assessments conducted prior to beginning the intervention; this resulted in positive outcomes for both students. These results demonstrate the utility of considering the function of problem behavior prior to implementing a targeted intervention such as check-in/check-out. Implications for other targeted interventions are discussed.
Characteristics of Reading Disability Types in Middle School Students Classified ED
Authors: Mattison Richard E.
Published: March 2018

Types of reading disabilities (RD) have not yet been investigated in students classified with emotional disturbance (ED). The prevalence of RD and differentiating characteristics were examined in 118 middle school students attending a self-contained school for ED students by defining RDs with reading standard scores <85 on the two clusters of the Woodcock Reading Mastery Test–Revised. Half of the students had no RD, whereas 7.6% had only a deficit in phonological processing, 14.4% only a deficit in reading comprehension, and 28.0% deficits in both reading skills. Race and IQ were found to significantly differentiate the four groups and were therefore used as covariates in subsequent comparisons. In addition to significant differences in reading skills and language services, only one symptom category of psychopathology (attention-deficit hyperactivity disorder) produced a significant difference among the groups as well as only one measure of school functioning for 1 year (grade point average for major subjects). These findings indicate the need for comprehensive neuropsychological testing of students with ED and comorbid RD. The proper balance of academic and behavioral interventions is implied. The results also have implications for such students requiring differing programs of reading and related interventions, as well as differing long-term planning for educational needs.
The Effect of Preteaching Reading Skills on the On-Task Behavior of Children Identified with Behavioral Disorders
Authors: Beck Michelle , Burns Matthew K. , Lau Matthew
Published: March 2018

Research has consistently demonstrated that preteaching activities led to increased academic outcomes and increased academic outcomes improve behavioral variables. The purpose of this study was to determine the effect of a preteaching intervention on time spent on task for children identified with a behavioral disorder (BD). A single-subject multielement design found that time on task during reading instruction increased after participating in a preteaching intervention for 2 children identified with a BD. This finding suggests an effective intervention with clearly differentiated data. However, the percentage of intervals that the students were on task increased to only approximately 66%. Limitations and directions for future research are discussed.
Persuading Students with Emotional Disabilities to Write Fluently
Authors: Mastropieri Margo A. , Scruggs Thomas E. , Mills Sara , Cerar Nancy Irby , Cuenca-Sanchez Yojanna , Allen-Bronaugh Dannette , Thompson Catherine , Guckert Mary , Regan Kelley
Published: March 2018

A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development model. Following mastery of the strategy, students were taught to apply the learned strategy to write fluently in 10 min. After more than 4 months of instruction, findings indicated that all students had mastered the components of effective persuasive essay writing and increased from baseline to postinstruction and fluency phases in length and quality of essays. Effects were also noted on maintenance and generalization essay probes administered over 11.5 weeks after fluency testing. Observed on-task behavior was significantly correlated with a number of fluency, maintenance, and generalization outcomes. Implications for teaching and further research are discussed.
Influence of Risk Factors for Child Disruptive Behavior on Parent Attendance at a Preventive Intervention
Authors: Ryan Sarah M. , Boxmeyer Caroline L. , Lochman John E.
Published: March 2018

Although preventive interventions that include both parent and child components produce stronger effects on disruptive behavior than child-only interventions, engaging parents in behavioral parent training is a significant challenge. This study examined the effects of specific risk factors for child disruptive behavior on parent attendance in behavioral parent training. Structural equation modeling was used to test the impact of parenting characteristics, children's social goals, and contextual characteristics on parent attendance in the parent component of the Coping Power preventive intervention, as well as interrelations among these latent variables. The sample included 121 aggressive at-risk fifth-grade children and their parents who were randomly assigned to the intervention condition in a controlled trial. Parenting characteristics were the strongest predictor of parent intervention attendance and were found to mediate the relationship between contextual factors and parent attendance and children's social goals. These analyses support and expand previous findings that parent attendance in behavioral parent training is systematically associated with risk factors for child disruptive behavior and highlight the role of parenting characteristics. Innovative strategies are needed for teaching positive parenting skills to the parents of children at greatest risk.
Effects of Response Cards on Performance and Participation in Social Studies for Middle School Students with Emotional and Behavioral Disorders
Authors: George Cheryl L.
Published: March 2018

This study investigated the use of the instructional strategy of response cards during social studies instruction in five middle school emotional support classrooms. Twenty-nine middle school students identified as emotionally and behaviorally disordered from four public school campuses participated using a crossover design, in which all students received each of two instructional conditions. In one treatment condition, students used write-on response cards daily to review social studies concepts. In the other condition, students received traditional instruction. Results indicated that average mean posttest scores increased during the response card condition. Percentages of students who were responding to academic content increased, as did their response accuracy. The overall percentage of on-task behavior increased slightly when response cards were used. Qualitative data suggested that students enjoyed using response cards and they thought they remembered more information on days when response cards were used. All teachers reported that they enjoyed using the response cards and would continue to use them in the future during social studies instruction as well as in other content areas. Recommendations for future research are offered.
Effects of Student Response Systems on Participation and Learning of Students with Emotional and Behavioral Disorders
Authors: Blood Erika
Published: March 2018

This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in participation in students who characteristically display low levels of class involvement. Participants included 5 high school students receiving academic instruction predominately in a self-contained setting for students with EBD. Subjects chosen for participation were identified as frequently being off task and distracted during class and as having generally low response and participation rates during class sessions. A single-subject, ABABC design was used to determine a functional relationship between the SRS and student response and engagement. Results indicate a strong association between SRS use and increased student response; however, a clear link to increased task engagement was not evident.
Characteristics of and Services Provided to Youth in Secure Care Facilities
Authors: Gagnon Joseph C. , Barber Brian
Published: March 2018

Youth who are incarcerated in secure detention and commitment settings display a complex array of educational, behavioral, and mental health issues that affect the services they require, as well as their responsiveness to interventions. Yet, seldom are these needs understood or taken into account when providing services in secure care settings. In this article, research documenting what is known regarding the characteristics of incarcerated youth is summarized. Current research on the use of evidence-based interventions and services for youth in secure settings is reviewed next. Finally, the limitations of existing research and practice and the use of response to intervention (Rtl) for linking youth characteristics to research-based strategies are discussed.
Transition Practices for Adjudicated Youth with E/BDs and Related Disabilities
Authors: Clark Heather Griller , Unruh Deanne
Published: March 2018

Reentry outcomes for formerly incarcerated youth are dismal. The challenges these youth face are even further intensified when they have learning or emotional and behavioral disabilities. Successful transition services need to be initiated in the correctional facility and continue in the community. This article discusses interventions designed to aid the reentry of formerly incarcerated youth into their communities. Caps in existing service delivery are identified. Guiding principles for effective reentry programs and specific strategies focused on increasing employment and continuing education, both while incarcerated and when released, are highlighted.
Meeting the Needs of At-Risk and Adjudicated Youth with Behavioral Challenges: The Promise of Juvenile Justice
Authors: Nelson C. Michael , Jolivette Kristine , Leone Peter E. , Mathur Sarup R.
Published: March 2018

The current status of at-risk and adjudicated youth with behavioral challenges provides a context for addressing needed future directions for research and practice in fields that impact this population. This context includes the myriad characteristics and complex needs of these youth, the programs and services currently available in communities and secure settings, and youth outcomes following incarceration. Recent and emerging national, state, and local initiatives and the benefits that have been realized or are anticipated from their application are presented. The challenges to achieving and sustaining these systems changes are then discussed. The paper concludes with recommendations for future research and practice, based on the issues raised in this special issue and elsewhere.