bluuebunny/crossref_metadata_2025 huggingface dataset:
On the Role of Cognitive Abilities in Second Language Vowel Learning
Authors: Ghaffarvand Mokari Payam , Werner Stefan
Published: March 2018

This study investigated the role of different cognitive abilities—inhibitory control, attention control, phonological short-term memory (PSTM), and acoustic short-term memory (AM)—in second language (L2) vowel learning. The participants were 40 Azerbaijani learners of Standard Southern British English. Their perception of L2 vowels was tested through a perceptual discrimination task before and after five sessions of high-variability phonetic training. Inhibitory control was significantly correlated with gains from training in the discrimination of L2 vowel pairs. However, there were no significant correlations between attention control, AM, PSTM, and gains from training. These findings suggest the potential role of inhibitory control in L2 phonological learning. We suggest that inhibitory control facilitates the processing of L2 sounds by allowing learners to ignore the interfering information from L1 during training, leading to better L2 segmental learning.
Self-Monitoring of Fertility Hormones
Authors: Blackwell Leonard , Cooke Delwyn , Brown Simon
Published: March 2018

Natural family planning (NFP) methods have served many generations well, and in particular, the symptothermal or symptohormonal methods. The comparison of daily mucus and temperature records for individual cycles with daily hormone measurements, which is now possible, shows that some of the assumptions underlying NFP may not be completely accurate. The various methods are inadvertently depending on an element of chance, which, of course, cannot be known by the NFP user. However, it is statistically inevitable that such errors will result eventually in an unexpected pregnancy, and these discrepancies are the likely reason for the method failures. Further research and integration of home hormone measurements with NFP symptoms are needed.

Summary: Traditional NFP methods, based on the observations of temperature, mucus, and luteinizing hormone, can work well. However, these data are sometimes difficult to interpret, and significant changes in the variables are sometimes “missing” from some cycles. Changes in these variables are elicited by the estrogen and progesterone released from the ovaries. It follows that the direct measures of events in the ovaries are the levels of estrogen and progesterone or their derivatives in blood or urine. Measurements of urinary derivatives of estrogen and progesterone can be used to monitor the ovaries directly and are clearer indicators than traditional NFP methods.
Infant Male Circumcision
Authors: Jones David Albert
Published: March 2018

Infant male circumcision (IMC) has become controversial among Catholics, and many have criticized the practice of routine IMC, still widely performed in the United States. Others have gone further, claiming that circumcision has been condemned explicitly by the Church and criticizing IMC as “mutilation” and, hence, prohibited implicitly by Catholic moral principles. However, closer examination of the Catholic tradition shows that the Church regards IMC as having been a means of grace under the Old Covenant and, more importantly, in the flesh of Jesus. This positive theological account of IMC cannot be evaded by invoking a supposed historical distinction between milah (a token cut) and periah (the complete removal of the foreskin). The Church has never condemned IMC as mutilation, and while IMC carries some risk, there is no evidence that it inflicts per se disabling mutilation. A reasonable body of medical opinion regards IMC as conferring net health benefits.

Summary: This paper concerns the ethics of infant male circumcision especially, though not only, as this is practiced within contemporary Judaism. This topic is examined from a Catholic ethical and theological perspective. It is found that the Church has never sought to restrict Jews from practicing circumcision and has never condemned circumcision as “mutilation.” Current evidence suggests that infant male circumcision confers net health benefits. Catholic theology since the Second Vatican Council has increasingly emphasized that God’s covenant with the Jewish people remains valid. It has never been revoked. This covenant includes infant male circumcision.
Use of Aborted Fetal Tissue in Vaccines and Medical Research Obscures the Value of All Human Life
Authors: McKenna Kyle Christopher
Published: March 2018

This opinion addresses the licitness, quasi-benefits, and consequences of using aborted fetal tissue in vaccines and in medical research. The Catholic Church permits temporary use of vaccines generated using aborted fetal tissue to protect children from preventable diseases until alternative vaccines that do not use aborted fetal tissue are available. In medical research, cell lines that were generated from elective abortions should be avoided and alternative cell lines of licit origin utilized. The association between in utero Zika virus infections and microcephaly has increased the demand for fetal tissue to establish causality and to understand disease progression. These studies require extensive oversight as they could directly encourage elective abortions. The consequence of the use of fetal tissue from elective abortions is desensitization of beneficiaries to the original illicit act of abortion thereby obscuring the value of all human life and potentially leading to scandal.

Summary: The use of fetal tissue from elective abortions is commonplace in the pharmaceutical industry and in medical research. This opinion addresses the licitness, quasi-benefits, and consequences of using fetal tissue from elective abortions in vaccines and in medical research. All people of good conscience have the responsibility to voice opposition to the use of fetal tissue from elective abortions in order to promote development of alternatives, affirm the value of all human life and limit scandal.
Mental Well-Being and Changes in Peer Ability From High School to College
Authors: Brazil Noli , Andersson Matthew
Published: March 2018

While transitions to college can be stressful, links between distinct types of college transitions and changing student well-being remain unclear. For instance, peer ability often shifts from high school to college, though students differ markedly in how much peer ability change they experience. Here, we draw on national longitudinal data (National Longitudinal Study of Adolescent to Adult Health [Add Health]; Waves 1 and 3; N = 1,453) to demonstrate how peer ability transitions from high school to college relate to changes in depressive symptoms and self-esteem, net of student personal background and school-average levels of peer ability. We find that depressive symptoms increase by 27% for students experiencing lowered peer ability across their college transition, relative to no substantial change in peer ability. Meanwhile, heightened peer ability in college links to neither diminished nor enhanced student well-being across the transition. Overall, student well-being relates more closely to collegiate than high-school peer ability.
Paul and the issue of syncretism
Authors: Malone Kelly
Published: March 2018

Paul’s response to syncretism in the first-century Roman Empire may guide us in our attempts to respond to syncretism today. Paul identifies with people of various cultures and religions in order to share the gospel. Rather than insisting on instantaneous change, he patiently deals with issues of the Jewish law on one hand and Gentile idolatry on the other. Paul is guided by the principle of accommodation as he encourages people to turn from their former ways of life in order to follow Christ.
Pathological and Clinical Pathological Changes Induced by Four-week, Repeated-dose, Oral Administration of the Wood Preservative Chromated Copper Arsenate in Wistar Rats
Authors: Takahashi Naofumi , Yoshida Toshinori , Kojima Sayuri , Yamaguchi Satoru , Ohtsuka Ryoichi , Takeda Makio , Kosaka Tadashi , Harada Takanori
Published: March 2018

Chromated copper arsenate (CCA) is used as a wood preservative worldwide. Exposure to it may adversely affect human health. Some events have increased human exposure to CCA, including the Great East Japan Earthquake, which generated a large amount of lumber debris from CCA-treated woods. We elucidated the toxicity due to daily exposure to CCA over a 4-week period at doses of 0, 8, 40, and 80 mg/kg/day in Wistar Hannover rats. Chromium (Cr) and arsenic (As), but not copper, were detected in the plasma samples of rats treated with various doses of CCA. Males and females showed sedation, and males had poor body weight gain. The clinical pathologies observed in both sexes included hypochromic and microcytic anemia, hepatic and renal dysfunction, and changes in lipid and glucose levels. Histopathologically, males and females showed forestomach hyperkeratosis, mucosal epithelial hyperplasia in the small intestine, rectal goblet cell hypertrophy, and lipofuscin deposition in the proximal renal tubule. Females showed diffuse hepatocellular hypertrophy with increased 8-hydroxydeoxyguanosine levels. These results indicated that oral administration of CCA mainly affected hematopoietic, gastrointestinal, hepatic, and renal systems owing to the toxic effects of As and/or Cr. Major toxic effects were observed in both sexes receiving 40 and 80 mg/kg/day.
The Effects of Teacher versus Computer Reading Models
Authors: Dawson Leisa , Venn Martha L. , Gunter Philip L.
Published: March 2018

The effects of three conditions on the reading rate and accuracy of four students identified with emotional or behavioral disorders were compared using an alternating treatments design. The conditions were (a) no model, (b) a reading model presented by the teacher, and (c) a reading model presented by a digital-electronic computer voice. Analyses indicated that the teacher model resulted in the greatest number of words read correctly per minute and the greatest percentage of words read correctly. The computer reading model resulted in a greater number of words read correctly per minute and a greater percentage of words read correctly than the no model condition. The results are discussed in terms of strategies teachers can use to enhance academic achievement of students with emotional or behavioral disorders.
Functional Assessment-Based Intervention Research on Students with or at Risk for Emotional and Behavioral Disorders in School Settings
Authors: Heckaman Kelly , Conroy Maureen , Fox James , Chait Andrea
Published: March 2018

This article examines the research literature on functional assessment-based interventions for students with or at risk for emotional and behavioral disorders (E/BD) who demonstrate problem behaviors. We sought to identify any trends in the design and application of functional assessment-based interventions, with an emphasis on the types of interventions employed. We also examined the frequency with which researchers are collecting and reporting measures of procedural integrity, generalization and maintenance, and social validity. Although no specific trends emerged in the selection or implementation of interventions, several key issues in the design of research on functional assessment-based interventions with students with or at risk for E/BD are identified and discussed.
Middle School Students with Serious Emotional Disturbances Serve as Social Skills Trainers and Reinforcers for Peers with SED
Authors: Blake Concepcion , Wang Weiqi , Cartledge Gwendolyn , Gardner Ralph
Published: March 2018

In two related studies middle school students with serious emotional disturbances (SED) served as student trainers to teach social interaction skills to peers with SED. Researchers in both studies taught middle school boys to use a formal social skills curriculum in order to teach more positive peer interactions. Study results indicate the desired effects of the peer-based social skills instruction, with some evidence of behavior maintenance and transfer. The findings point to beneficial effects for both peer trainers and student trainees.
Behavioral Interventions Used with Diverse Students
Authors: Ishii-Jordan Sharon R.
Published: March 2018

Student racial and ethnic background and teacher experience influence teachers' decisions on behavioral interventions used in the classroom. A survey of regular and special educators indicated a significant main effect for the behavioral interventions used with students of differing racial and ethnic backgrounds. Teachers selected punishing and exclusionary interventions most often for Asian-American students and least often for Hispanic-American students. Special educators were more likely than regular educators to use the behavioral interventions. Implications for teacher training, teacher self-awareness, and student population differences are discussed.
Social Skills Interventions for Young At-Risk Students: A 2-Year Follow-Up Study
Authors: Kamps Debra M. , Tankersley Melody , Ellis Cynthia
Published: March 2018

This study examines the effects of a 2-year follow-up prevention program for Head Start, kindergarten, and first-grade students with behavior problems. A total of 31 students received the intervention—consisting of social skills instruction with reinforcement, peer tutoring, and parent support—with 18 students participating as a comparison group. Monitoring checks showed varying degrees of implementation across classrooms. Student outcomes from direct observations indicated reduced inappropriate behaviors, including aggression, grabbing, out-of-seat behaviors, and negative verbal statements. Observations also revealed improved compliance with teacher directions and significantly more time engaged in positive interactions with peers during free time and play groups. The comparison group maintained or increased levels of inappropriate behaviors. Findings support the use of screening instruments for young children with behavior problems and early intervention programs to promote improved school performance and social interaction skills.
Proactive Screening for Emotional/Behavioral Concerns in Head Start Preschools: Promising Practices and Challenges in Applied Research
Authors: Feil Edward G. , Walker Hill , Severson Herbert , Ball Alison
Published: March 2018

There is a growing need for cross-cultural research on screening instruments appropriate for use with young children from culturally diverse backgrounds who are at risk for emotional or behavioral problems. Head Start classrooms provide an ideal environment for (a) conducting applied research and (b) encouraging best practices in screening, assessment, and early detection among diverse multicultural low-income populations. This research assessed the cross-cultural psychometric characteristics and validity of a multiple-gating screening procedure used by the Early Screening Project (ESP) to screen and identify children at risk for behavioral problems in Head Start centers in rural and urban sites in Oregon. The ESP procedure relies on teacher judgments, in vivo behavioral observations, and normative criteria to identify preschool children exhibiting serious behavioral problems. This research provides initial evidence that the ESP can be used appropriately within the context of multicultural Head Start populations.
Parent-Reported Behavioral Problems and Language Delays in Boys and Girls Enrolled in Head Start Classrooms
Authors: Kaiser Ann P. , Hancock Terry B. , Cai Xinsheng , Michael E. , Hester Peggy P.
Published: March 2018

Early emergent patterns of behavioral problems, social skill deficits, and language delays were examined in 259 three-year-old children enrolled in Head Start classrooms. The Child Behavior Checklist for Children Ages 2 to 3 (CBCL/2–3) and the Social Skills Rating System (SSRS, Pre-School Version) were completed by the children's primary caregivers. Language skills were assessed using the Preschool Language Scale (PLS)-3 and the Peabody Picture Vocabulary Test (PPVT)-III. Findings indicated that this population is at elevated risk for behavioral and language problems. Approximately 25% of both boys and girls showed clinical/subclinical levels of internalizing problem behavior on the CBCL. More than 20% of boys scored in the clinical range for externalizing problems. Children with behavioral problems were more likely to have low language scores than were their peers without behavioral problems. Nearly half of the children scored in the category “lower than average” for social skills on the SSRS. Children with low social skills were more likely to have low language scores than were their peers with average social skills. The need to screen for early emergent behavioral problems, the potential contribution of poor language skills to children's problem behavior, and implications for early intervention are discussed.
Assessing Preschoolers' Self-Regulation in Homes and Classrooms: Lessons from the Field
Authors: Mccabe Lisa A. , Hernandez Magdalena , Lara Sandra Luz , Brooks-Gunn Jeanne
Published: March 2018

Self-regulation represents one of the key developmental tasks faced by preschool children. In the Games As Measurement for Early Self-Control (GAMES) study, the goal was to create a battery of self-regulation assessments appropriate for use with ethnically diverse children from low-income families in ecologically valid contexts. Respondents were 71 English- and/or Spanish-speaking children who participated in a variety of assessments adapted from laboratory and clinical settings for use in homes and classrooms. Individual measures are described and used to highlight issues related to the administration of self-regulation assessments in the field (e.g., pragmatic considerations, importance of standardized administration, need for variability in children's responses, differentiating between challenge and confusion, cultural sensitivity, recruitment). Findings suggest that many laboratory and clinical assessments are appropriate for home and classroom administration (with some tasks coded from videotape and some coded “live”). The inclusion of self-regulation measures in a variety of new large-scale research projects is discussed.
A Comparison of Two Peer-Referenced Assessment Techniques with Parent and Teacher Ratings of Social Skills and Problem Behaviors
Authors: Wright Dan , Torrey Gregory K.
Published: March 2018

The relationship of parent and teacher ratings of social skills and problem behaviors, using the Social Skills Rating System with two peer-referenced measures (the Peer Nomination Technique and the Pupil Evaluation Inventory), were examined with a sample of regular education fifth- and sixth-grade students. The differential magnitudes of parent and teacher ratings with sociometric reports were examined as indicators of convergent and discriminant validity. The relationships among scales of prosocial and problem behaviors were found to be logically consistent. Teacher ratings of social skills, problem behaviors, and academic competence showed moderate correlations with both peer measures. Parent ratings of social skills and problem behaviors were similarly related, but at somewhat lower magnitudes.
Comorbidity among Students with Emotional Disturbance
Authors: Cullinan Douglas , Epstein Michael H.
Published: March 2018

Although there has been considerable interest in and research on comorbidity of diagnosed mental disorders among children and adolescents, little is known about comorbidity of the characteristics of emotional disturbance (ED) as defined by the federal definition of that category of educational disability. In this study, we examined comorbidity of the five federal definition characteristics among students already identified as having ED. Each of these characteristics of ED was measured with the Scale for Assessing Emotional Disturbance, a standardized, norm-referenced instrument completed by educators. The effects of setting different criteria for deviance on these characteristics were explored through the use of two different cutoff criteria. Results were obtained for comorbidity overall and for comorbidity by sex, race and ethnic group, grade level in school, and educational placement of the students. The extent of comorbidity of ED characteristics was shown to be related to the criterion for deviance and to each of the student variables. Implications for practice and research are suggested.
Remediation and Prevention of Aggression: An Evaluation of the Regional Intervention Program over a Quarter Century
Authors: Strain Phillip S. , Timm Matthew A.
Published: March 2018

This article presents an overview of the Regional Intervention Program (RIP) and describes ongoing studies to examine the long-term effects of behavioral skill training for parents of preschool children who engaged in severe forms of aggression and antisocial behavior. The results of evaluation studies on RIP clients have shown that (a) the initial intervention experience yields predictable and replicable outcomes for adults and children; (b) outcomes for children and adult clients maintain for periods ranging from 3 to 9 years, based on direct observational assessments in school and home settings; (c) these intermediate follow-up results are strongly influenced by early enrollment in the program, with children who began at the earliest ages experiencing more favorable outcomes; (d) the 3- to 9-year follow-up results for home-based observation are replicable across clients who received treatment from an entirely different intervention staff; (e) adolescent and adult outcomes indicate long-term maintenance of intervention gains; and (f) former adult consumers consider RIP intervention strategies to be highly acceptable.
Empirically Based Social Skill Intervention: A Case for Quality-of-Life Improvement
Authors: Strain Phillip S.
Published: March 2018

This article offers a personalized review of research conducted over a 27-year period to enhance the peer-related social skills of young children with behavioral disorders or autism. The argument is made that a logical positivist approach has yielded significant quality-of-life benefits to research participants. Furthermore, it is suggested that the positivist approach has effectively challenged many outdated notions regarding assessment and intervention in the social skill domain. Finally, evidence is presented to suggest how the positivist approach has forced fundamental changes within our own line of inquiry and intervention.
State Office of Education Practices Implementing the IDEA Disciplinary Provisions
Authors: Conroy Maureen A. , Katsiyannis Antonis , Clark Denise , Gable Robert A. , Fox James J.
Published: March 2018

A survey was conducted to obtain information on state policies and practices for implementing components of the disciplinary provisions outlined in the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA). Thirty-seven state directors of special education (or a designee) responded to the survey, which addressed the availability and nature of state policies on discipline, state training, and technical assistance in the area of discipline and functional behavioral assessment (FBA), as well as practices related to FBA. Overall, the survey revealed that states across the nation are developing disciplinary policies and monitoring procedures based on the provisions outlined in IDEA. Training and technical assistance are offered to school districts, but most often these are not mandated and are limited. Finally, FBA strategies and policies have been developed by states to address all topographies of behavior. However, the qualifications of individuals completing the FBA have not been addressed. These results are discussed in light of the current research and may be useful for state directors and practitioners to further improve and expand their disciplinary policies.
The Challenge of School Completion among Youths with Behavioral Disorders: Another Side of the Story
Authors: Kortering Larry J. , Braziel Patricia M. , Tompkins James R.
Published: March 2018

Youths with behavioral disorders (BD) are less likely to complete high school than are their peers with or without disabilities. This study used individual interviews with 33 students with BD to identify factors that may affect high school completion. Interview questions directed attention to what youths perceived as the best and worst part of school, advantages or disadvantages with staying in school, changes to help individual youths stay in school, general recommendations for helping more youths stay in school, examples of how a teacher had really helped them, and their views of a high school diploma. We categorized youths’ responses for each of five questions, along with providing information on demographic and school history features. The responses, when combined with demographic and school history information, provide insight into changes that might help more youths to complete high school.
Brief Head Start Children at Risk for Emotional or Behavioral Disorders: Behavior Profiles and Clinical Implications of a Primary Prevention Program
Authors: Serna Loretta A. , Lamros Katina , Nielsen Elizabeth , Forness Steven R.
Published: March 2018

This article examines the utility of the Early Screening Project (ESP; Walker, Severson, & Feil, 1995) for early detection and outcome of Head Start children at risk for emotional and behavioral disorders (E/BD) in a classroom-wide universal mental health intervention over a 12-week period. Eight children identified as being at high risk for E/BD in the experimental classroom prior to intervention either significantly improved or maintained their preintervention functioning on ESP measures. In this group, 2 children were no longer considered in the at-risk category and the remaining 6 did not reach clinical standards on any new measures. Only 1 child was identified from control classrooms, and that child remained at high risk for the development of E/BD at posttesting, while an additional 3 students from control classrooms evidenced behavioral criteria that placed them at high risk for E/BD at posttest assessment.
Special Education and School Discipline: A Precarious Balance
Authors: Skiba Russell J.
Published: March 2018

The 1997 Amendments to the Individuals with Disabilities Education Act brought together, for the first time, all of the disciplinary provisions pertaining to students with disabilities, attempting to guarantee a free and appropriate public education (FAPE) for students in special education while preserving a safe school environment for all students. Yet the discipline of special education students has continued to create controversy, with critics suggesting that those provisions create a dual system that limits the options of school administrators with respect to school discipline. A review of the literature reveals little or no evidence that suspension and expulsion make any contribution to reducing disruption or violence and some evidence that those procedures target certain populations disproportionately. Seeking to move toward a unified system of discipline that implements effective and accountable disciplinary options will be more likely to preserve FAPE and guarantee safe and civil schools for all children.
Employment and Social Outcomes Associated with Vocational Programming for Youths with Emotional or Behavioral Disorders
Authors: Corbett William P. , Clark Hewitt B. , Blank William
Published: March 2018

The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections. Generic vocational education and on-the-job-training had significant positive relationships with total earnings, whereas occupationally specific vocational education did not have any significant relationships with total earnings. All types of vocational education had inverse significant relationships with the dropout rate. Vocational education had no beneficial relationships with the use of public assistance or with contact with the Department of Corrections. The authors conclude that students with E/BD should be encouraged to have some type of vocational education in secondary school, although occupationally specific vocational education did not appear to have as many significant relationships as the other two types of vocational education.
Teaching Anger Management Skills to Students with Severe Emotional or Behavioral Disorders
Authors: Kellner Millicent H. , Bry Brenna H. , Colletti Laura-Anne
Published: March 2018

A 10-session anger management program using a whole-class format was offered in a therapeutic day school for early adolescents with serious emotional or behavioral problems. Booster sessions to help students maintain achieved gains were integral to the program. Participants exhibited a reduction in peer fighting, an increase in talking things out with a counselor when angry, and an increase in using anger logs. At the 4-month follow-up, students who received booster sessions continued to make more use of the log than all of the other students. The researchers concluded that more students with difficulties were reached by this approach than small groups would have afforded. Students with such serious behavioral problems may need a program with more intensive staff support and fewer time restrictions to maintain behavioral gains.
Class-Wide Curricular Modification to Improve the Behavior of Students with Emotional or Behavioral Disorders
Authors: Kern Lee , Bambara Linda , Fogt Julie
Published: March 2018

We examined the effects of class-wide curricular modification on the engagement and challenging behaviors of students enrolled in a self-contained science class. Participants were six students between the ages of 13 and 14, all with labels of severe emotional disturbance in addition to a variety of other diagnoses. Class-wide curricular modifications consisted of providing opportunities for choice making and ensuring that activities were of high interest to students. Findings showed that the curricular modifications resulted in increased levels of engagement and decreased levels of problem behaviors. Results are discussed in the context of system-level behavior support within the school setting.
Teaching Students with Combined Behavioral Disorders and Mental Retardation to Lead Their Own IEP Meetings
Authors: Snyder Edward P.
Published: March 2018

For students with combined cognitive limitations and behavioral disorders (BD), postschool outcomes are poor; their lives are marked by a lack of independence and empowerment. A major goal of special education is to develop successful models to promote individual independence and empowerment for students. The individualized education program (IEP) planning meeting provides opportunities for students to develop critical skills for self-management, self-advocacy, goal setting, and choice making. This research extended the work of Snyder and Shapiro (1997) and examined the effectiveness of teaching adolescent students with mental retardation and BD to lead their own IEP meetings. Five students learned to (a) introduce others at their IEP meetings, (b) review their past IEP goals, (c) discuss their future IEP goals, and (d) close their meetings. The students rated the instruction as acceptable. Implications and limitations of the investigation are discussed.
Teacher-Reported Behavior Problems and Language Delays in Boys and Girls Enrolled in Head Start
Authors: Kaiser Ann P. , Cai Xinsheng , Hancock Terry B. , Foster E. Michael
Published: March 2018

Behavior problems, social skill deficits, and language delays were examined in 332 three-year-old children enrolled in Head Start. Teachers completed the Caregiver Teacher Report Form/2-5 (CTRF/2-5) and the Social Skills Rating System (SSRS, Pre-School Version). Language skills were assessed using the Preschool Language Scale (PLS-3) and the Peabody Picture Vocabulary Test (PPVT-III). Findings indicated that this population is at elevated risk for behavioral, social, and language problems. Boys showed elevated levels of behavior problems across all measures. Both boys and girls displayed low language scores, with boys significantly lower than girls on both auditory and expressive skills. Boys with behavior problems were more likely to have low language skills than were their male peers without behavior problems; this pattern was not as clearly defined for girls. Teacher years of experience, child gender, and PLS-3 scores were significant predictors of CTRF scores. The results of the study are discussed in terms of strategies for identifying children at highest risk for persistent problem behavior.
Advocacy for Students with Emotional or Behavioral Disorders in the 21st Century
Authors: Scheuermann Brenda , Johns Beverley
Published: March 2018

Advocates for students with emotional or behavioral disorders (E/BD) face numerous challenges in efforts to improve conditions for these children and youth. Politicians and policymakers push for quick, “sound-bite” legislative responses to complex problems in education. Teachers and administrators, frustrated with the job of trying to educate these students in an era when schools are under intense scrutiny, sometimes resort to interventions that range from ineffective to legally and ethically unsound. The media tend to focus on the negative and sensational, not the success stories of these students. This article describes major challenges to advocates in three areas—legislative and judicial, educational, and media—and offers suggestions for effective advocacy in each area.
Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies
Authors: Spencer Vicky G. , Scruggs Thomas E. , Mastropieri Margo A.
Published: March 2018

This study investigated the use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. Thirty students attending social studies classes in a middle school for students with emotional or behavioral disorders studied social studies content in a crossover design, in which all students received each of two instructional conditions. In one treatment condition, students served as peer tutors using a paragraph summary strategy. In the other condition, students received traditional instruction. After 4 weeks of tutoring, results indicated that students scored higher on content tests and on-task behavior while in the tutoring condition. Qualitative data suggested that students enjoyed peer tutoring relative to traditional instruction and reported that they would like to use it in other classes. Teachers agreed that peer tutoring and strategy instruction had exerted a facilitative effect on student performance. The authors discuss implications for practice.
Administrative Discipline Contacts: A Review of the Literature
Authors: Nelson J. Ron , Gonzalez Jorge E. , Epstein Michael H. , Benner Gregory J.
Published: March 2018

The authors systematically review the available research on administrative discipline contacts to (a) identify the domain variables (e.g., gender, ethnicity) that influence the use of administrative discipline contacts, (b) identify participant classification variables (e.g., antisocial) related to administrative discipline contacts, and (c) determine the validity of administrative discipline contacts. They drew from 20 independent samples published in 23 articles. A wide range of school (e.g., grade level, size) and student (e.g., achievement, abilities, socioeconomic status, ethnicity) domain variables appear to influence the use of administrative discipline contacts, whereas administrator/teacher (e.g., ethnicity, gender) and family (e.g., parenting style, education levels of parents) variables have less influence. Four participant classification variables appear to be related to administrative discipline contacts: participation in athletics; child neglect; antisocial behavior; and anecdotal suspension report. The concurrent and predictive validity of administrative discipline contacts appears to be relatively limited. The findings and future research needs are discussed.
Effects of a Reading Intervention for Kindergarten Students at Risk for Emotional Disturbance and Reading Deficits
Authors: Trout Alexandra L. , Epstein Michael H. , Mickelson William T. , Nelson J. Ron , Lewis Linda M.
Published: March 2018

Although students with or at risk for emotional disturbance present significant academic challenges, few researchers have studied the outcomes of interventions designed to improve the reading skills of this population. In this study we assessed the outcomes of a supplemental daily Direct Instruction reading curriculum, Reading Mastery I., and fluency building program, Great Leaps, on the reading skills of students at risk for emotional disturbance and reading deficits. Over a period of 7 months, 6 students received a supplementary reading intervention and 12 students (6 control at-risk and 6 norm-referencing students without disabilities) received their regular classroom instruction. Curriculum-based measures assessing early phonemic awareness and basic reading skills (i.e., letter sounds, blends, and high-frequency sight words) were collected biweekly to assess student performance. The results of this study revealed that at-risk students receiving the Direct Instruction curriculum intervention met or outperformed their control at-risk and norm-referencing peers in all three reading measures. Implications of these findings and areas of future research are discussed.
Identifying Young Students At Risk for Antisocial Behavior: The Utility of “Teachers as Tests”
Authors: Lane Kathleen Lynne
Published: March 2018

The purpose of this study was to determine whether teachers are equally as effective in differentiating between students at risk and those who are not at risk at an early age when the discrepancies between current and desired levels of performance are more subtle. Two groups of first-grade students described by their teachers as being at risk for antisocial behavior or as typically developing students who were not at risk were compared on 12 measures in academic, behavioral, and social domains using multivariate procedures. Results indicate that teachers can differentiate between these types of students in each domain, with 8 of the original 12 variables being useful in differentiating group membership. In general, the typically developing group was characterized as being more socially and academically competent, with fewer behavior problems than the at risk youngsters. Data from the descriptive and classification discriminant function analyses suggest that a relatively larger percentage of the variance between at risk and typically developing groups could be explained. This information is particularly useful in differentiating between at risk and typically developing learners. However, the rather high error estimate (27.92%; n = 14) should be addressed. Limitations of the study are addressed, and implications for early intervention research are discussed.
An Investigation of the Types of Problem Behaviors Exhibited by K–12 Students with Emotional or Behavioral Disorders in Public School Settings
Authors: Nelson J. Ron , Babyak Allison , Gonzalez Jorge , Benner Gregory J.
Published: March 2018

This cross-sectional study used random sampling procedures to (a) establish proportions of K–12 students meeting borderline and clinical cut scores on the Teacher Report Form (TRF) of the Child Behavior Checklist, (b) examine age and gender differences in distributions of students meeting borderline or clinical levels of problem behavior, and (c) determine proportions of students displaying comorbid problem behaviors. Overall, our findings indicate that (a) more students met borderline or clinical cut scores on the Total and Externalizing broad band scales than on the Internalizing scale, (b) larger proportions of children met the cut scores on the TRF Total, Externalizing, and Internalizing broad bands and a majority of narrow band scales than adolescents, (c) larger proportions of girls than boys met cut scores on the three broad band and four narrow band scales (i.e., Aggressive Behavior, Withdrawn, Social Problems, Attention Problems), and (d) larger proportions of children exhibited clinical levels of comorbidity on the TRF broad and narrow bands than adolescents. The results, limitations, and implications are discussed.
Identifying Skills and Behaviors for Successful Inclusion of Students with Emotional or Behavioral Disorders
Authors: Nickerson Amanda B. , Brosof Amy M.
Published: March 2018

Despite an increasing shift toward full inclusion of all students with disabilities, students with emotional or behavioral disorders (E/BD) remain in segregated placements and experience less successful outcomes in general education than do students in other disability categories. Special education teachers completed the Scales for Predicting Successful Inclusion (SPSI) and the Devereux Behavior Rating Scale–School Form (DBRS-SF) for 89 students with E/BD. Information about each student's level on the school's behavior management program was also collected. Compared to normative scoring samples, the students with E/BD exhibited severe skill deficits and moderate levels of emotional and behavioral disturbance. The SPSI and the DBRS-SF were inversely correlated, and the SPSI and behavioral levels were positively correlated. The SPSI successfully distinguished between students with severe emotional and behavioral problems and those with less severe behaviors. Results highlight the importance of teaching nonacademic skills necessary for inclusion to students with E/BD, using multiple measures to determine placement, and programming for inclusion in a systematic manner.
Core Language Predictors of Behavioral Functioning in Early Elementary School Children: Concurrent and Longitudinal Findings
Authors: Hooper Stephen R. , Roberts Joanne E. , Zeisel Susan A. , Poe Michele
Published: March 2018

The authors examined (a) the extent to which kindergarten estimates of core language functions predicted teacher ratings of behavior problems in each of the child's first 4 years of elementary school and (b) the ability of core language measures to predict concurrent behavior problems at each of the early elementary school grades studied. Participants were 74 African American children who were recruited as infants into a longitudinal study of children's health and development. Sixty percent of the families were classified as low-income when the children entered kindergarten. Conduct problems and hyperactivity were assessed with the Conners’ Teacher Rating Scale, core language functions with the Clinical Evaluation of Language Fundamentals-3 (CELF-3) and Peabody Picture Vocabulary Test-Revised (PPVT-R), and verbal working memory with the Competing Language Processing Task (CLPT). Results indicated that expressive and receptive language at kindergarten predicted teacher ratings of conduct problems, with increasing accuracy as children moved from kindergarten to third grade, particularly for receptive language. None of the early language measures predicted hyperactivity at any of the grades. Concurrent relationships, expressive language, conduct problems, and hyperactivity were stronger in second grade than in kindergarten, while lower scores in working memory predicted higher teacher-reported hyperactivity. These findings underscore the importance of core language functions in the prediction of behavior problems.
Language Competence and Social Behavior of Students with Emotional or Behavioral Disorders
Authors: Rinaldi Claudia
Published: March 2018

This study was designed to explore a model of communicative competence (Abbeduto & Nuccio, 1989) and identify whether its components could (a) predict pragmatic language difficulties for children with emotional or behavioral disorders (E/BD) and (b) describe the semantic, syntactic, and pragmatic language ability as well as the social skills of these children. The Test of Language Development (Newcomer & Hammill, 1997), the Social Skills Rating System (Gresham & Elliot, 1990), and the Test of Pragmatic Language (Phelps-Terasaki & Phelps-Gunn, 1992) were used to assess 61 students. Results indicated that 93.5% of the students scored between one and two standard deviations below the mean in at least one area. Statistical analysis revealed that semantic language, syntactic language, IQ, and social skills—components of the model of communicative competence—predicted pragmatic language competence.
Other Aspects of Sutherland and Singh's Take on Learned Helplessness and Students with Emotional or Behavioral Disorders
Authors: Kavale Kenneth A. , Mostert Mark P.
Published: March 2018

Sutherland and Singh (2004) focus on the relationship between students’ inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for their research. They also note the need for clearer terminology in this area, the necessity of incorporating the broader context of motivation and how it relates to learning, and the need for a multivariate approach broader than the learned helplessness/problem behavior/failure cycle. Finally they suggest a prototypical working model that might help support future research in this area.
Face Validity of Meta-Analyses in Emotional or Behavioral Disorders
Authors: Mostert Mark P.
Published: March 2018

Meta-analysis is often assumed to be the sine qua non of quantitative research. However, face validity of published meta-analyses in emotional or behavioral disorders (E/BD), as in other areas, can be substantially impacted by the information supplied. The quality of information reported, therefore, can also have important implications for theory and practice. This analytical narrative review summarizes and examines 36 E/BD meta-analyses across six domains of information necessary for securing face validity. Results indicate a wide variation in the amount of reported data similar to other analyses of the meta-analytical literature in special education.
Appropriate Education, Juvenile Corrections, and No Child Left Behind
Authors: Leone Peter E. , Cutting Candace A.
Published: March 2018

The No Child Left Behind (NCLB) Act of 2001 promotes high-quality educational services for all children and youths, regardless of race, gender, ethnicity, disability, income, or background. Despite the law's laudable goals, one group continues to be left behind: youths who are incarcerated in juvenile correctional facilities. These youths—particularly those with emotional or behavioral disorders—often fail to receive high-quality educational services for a multitude of reasons. The authors review current knowledge about youths with disabilities in juvenile corrections and factors associated with high-quality education programs. They then examine aspects of NCLB in the context of current practices in correctional education and conclude with a brief discussion of how NCLB might be used to improve education programs for incarcerated youths.