bluuebunny/crossref_metadata_2025 huggingface dataset:
Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students
Authors: Lin Yu-Chu , Morgan Paul L. , Hillemeier Marianne , Cook Michael , Maczuga Steve , Farkas George
Published: March 2018

We examined three questions. First, do reading difficulties increase children's risk of behavioral difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using (a) a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, (b) multilevel logistic regression modeling, and (c) statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1.30–1.57). Statistically controlling for a prior history of reading difficulties, children with poor mathematics skills in third grade were also significantly more likely to display poor task management, poor interpersonal skills, internalizing behavior problems, and reading difficulties in fifth grade (OR range = 1.38–5.14). In contrast, only those children exhibiting poor task management, but not other types of problem behaviors, in third grade were more likely to be poor readers in fifth grade (OR = 1.49). Poor readers in third grade were extremely likely to still be poor readers in fifth grade (OR = 19.69).
An Examination of Intervention Research with Secondary Students with EBD in Light of Common Core State Standards for Mathematics
Authors: Mulcahy Candace A. , Maccini Paula , Wright Kenneth , Miller Jason
Published: March 2018

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed the body of research for the nature of participants, settings, interventionists, interventions, and alignment with Common Core State Standards. Despite limitations with the body of research, the results of the review indicate a number of promising practices exist for secondary students with EBD in mathematics, including: (a) peer-mediated approaches, (b) interventions that address academic performance as well as behavior, (d) use of technology, and (e) use of strategy instruction to support conceptual understanding. Implications for research and practice are provided.
The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders’ Main Idea Statements About Informational Text
Authors: Wexler Jade , Reed Deborah K. , Barton Erin E. , Mitchell Marisa , Clancy Erin
Published: March 2018

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders’ generation of main idea statements about informational text, which we used as an indicator of reading comprehension. Overall, students demonstrated considerable variability across conditions, which may have been related to contextual factors in the juvenile justice facility. Visual analysis of the results suggested a moderately positive, although variable, impact on students’ generation of main ideas. Implementing rigorously designed research in juvenile justice facilities remains challenging. We discuss implications for providing supplemental reading intervention for struggling readers within these settings.
Null Effects and Publication Bias in Special Education Research
Authors: Cook Bryan G. , Therrien William J.
Published: March 2018

Researchers sometimes conduct a study and find that the predicted relation between variables did not exist or that the intervention did not have a positive impact on student outcomes; these are referred to as null findings because they fail to disconfirm the null hypothesis. Rather than consider such studies as failures and disregard the null findings, it is important that these studies be published so that all research is available to the field, which (a) enables valid and complete research syntheses and (b) informs future policy, practice, and research. However, null findings are not always published, leading to the possibility of publication bias, a positively skewed research base, and policy and practices based on incomplete data. This special issue of Behavioral Disorders provides an outlet for methodologically sound studies with null findings. In this introductory article, we provide a context for the special issue by discussing the importance of null findings, the problem of publication bias, and ongoing efforts to publish null findings.
Equity in the Evidence Base: Demographic Sampling in Intervention Research for Students With Emotional and Behavior Disorders
Authors: Carrero Kelly M. , Collins Lauren W. , Lusk Mandy E.
Published: March 2018

Researchers have been working diligently to build the evidence base for what works for youth with emotional and behavioral disorders (EBD). As the evidence base grows, the field must investigate what works, for whom, and under what conditions. To begin to address for whom the mounting evidence is applicable, this study systematically reviewed demographic sampling in 22 intervention studies investigating six instructional practices that target academic outcomes (i.e., classroom-wide peer tutoring, increased opportunities to respond, peer-assisted learning strategies, self-monitoring, pre-correction, and direct/explicit instruction) for students receiving services for emotional disturbance and at-risk for EBD published from 2005 to 2015. Results indicated complete absence of American Indian/Alaska Native, Native Hawaiian/Other Pacific Islander, and Two or More Races in these studies. Asian participants and Hispanic/Latino participants are also underrepresented. There is little disparity in gender distribution when participants are compared with national-level data. Implications include considering how students with EBD from diverse backgrounds are recruited for and reported in academic intervention research.
The Relation Between the Academic Achievement of Students With Emotional and Behavioral Disorders and Teacher Characteristics
Authors: Gage Nicholas A. , Adamson Reesha , MacSuga-Gage Ashley S. , Lewis Timothy J.
Published: March 2018

Teachers of students with emotional and/or behavioral disorders (EBD) are less experienced and more likely to have emergency certification than teachers of students with other disabilities. Yet, to date, research has not examined the relation between the academic achievement of students with EBD and characteristics associated with highly qualified teachers (teachers’ education level, certification status, and years of experience). Using a nationally representative longitudinal data set of students with disabilities, this study examined the relation between teacher characteristics and the academic achievement of students with EBD. Using hierarchical linear modeling, the study found low academic achievement for students with EBD, null effects for change in achievement across time, and null effects for the relation between (a) teachers’ educational level, certification status, and years of experience and (b) student academic achievement. Results indicate further research is needed to examine whether and how teacher characteristics may impact the academic achievement of students with EBD.
The Social Validity of “Acceptability of Behavioral Interventions Used in Classrooms”: Inferences From Longitudinal Evidence
Authors: Elliott Stephen N.
Published: March 2018

In this retrospective commentary on “Acceptability of Behavioral Interventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention,” I first examine the concept of social validity and related measurement challenges per Wolf’s concerns about consumers’ subjective reactions to behavior intervention procedures. I claim the genesis of the treatment acceptability research that others and I have completed was primarily motivated to advance the measurement of a subjective and fundamental construct in the process of selecting and implementing interventions in classrooms with teachers and children. With this background, I briefly describe the featured school-focused treatment acceptability study, followed by inferences about its (a) impact on subsequent intervention research and (b) relationship with common behavioral consultation and health care practices. I conclude with some speculations about future acceptability research and the importance of psychologists and educators caring about the social validity of their services.
Republication of “Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders”
Authors: Dunlap Glen , Kern Lee , dePerczel Maria , Clarke Shelley , Wilson Diane , Childs Karen E. , White Ronnie , Falk George D.
Published: March 2018

Functional assessment and functional analysis are processes that have been applied successfully in work with people who have developmental disabilities, but they have been used rarely with students who experience emotional or behavioral disorders. In the present study, five students in elementary school programs for severe emotional disturbance participated in a comprehensive functional assessment process designed to yield a useful understanding of their desirable and undesirable behaviors. Interviews, record reviews, and direct classroom observations led to the development of individualized hypotheses regarding relationships between classroom events and the occurrence of target behaviors. Subsequently, direct manipulations (i.e., functional analyses) were conducted to test each of the hypotheses in the context of regularly-occurring classroom activities. These analyses demonstrate important influences that certain classroom variables can exert over individual student’s behavior. The process and results are discussed with regard to the need for improved methods for understanding student responding, and the benefits that functional assessment can offer programs of educational and behavioral support.
District Practices Associated With Successful SWPBIS Implementation
Authors: George Heather Peshak , Cox Karen Elfner , Minch Devon , Sandomierski Therese
Published: March 2018

Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district’s positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.
The Ecological Model of Emotional Disturbance in Children: A Status Report and Proposed Synthesis
Authors: Swap Susan M.
Published: March 2018

The ecological model does not yet offer a coherent framework for understanding emotional problems in children. The purpose of this paper is to present one systematic approach which would begin to integrate ecological research relevant to understanding the development of disturbing interactions between children and their environments. The environment or ecological network is defined as consisting of three nested systems or levels: the behavior setting, patterns of behavior across settings, and community/culture. Illustrative research is presented for each level together with a discussion of some unresolved methodological issues. Based on this analysis, some concerns and future directions are suggested.
The Implications of the Warnock Report for the Education of the Maladjusted
Authors: Priestley Peter H.
Published: March 2018

The Warnock Report specifically analyzes the numerous aspects of special education in England, Scotland and Wales. Implications of the Warnock Report have been drawn regarding its impact on the development of programs for maladjusted children. Further information is provided regarding the Committee's actions and decisions on the various aspects of the report.
Construct Validation of the H.E.W. Office of Youth Development National Strategy for Youth Development Model
Authors: Truckenmiller James L.
Published: March 2018

A sample of 5994 twelve to nineteen-year-old males and females, mostly Caucasian, were given a Youth Need Survey including a self-reported delinquency scale and attitude scales measuring variables in H.E.W.'s National Strategy for Youth Development model. Scale score correlation matrices obtained from the aggregate data and Caucasian, Black, and Hispanic sub-samples were compared with a hypothesis matrix specifying the direction of scale intercorrelations Predictions were met without exception for the aggregate data and Caucasian subsample. Over four-fifths of the correlations were in the specified direction for the Black subsample. Only two-fifths of the correlations met predictions in the Hispanic subsample. Perceived negative labeling by parents, teachers, and peers as well as peer pressure seem more pervasively associated with delinquency than do perceived access to educational and occupational roles.
A Descriptive Analysis of Maladjusted Behavior in Socially Rejected Children
Authors: Morgan Sharon R.
Published: March 2018

Children in regular classrooms who are rejected by their peers were identified through sociometric assessment. The rejected children were observed and rated on several behavioral dimensions. These data were factor analyzed which yielded five categories of maladjusted behavior observed in the socially rejected. Results indicated there were significant differences between rejected and accepted children. The behavioral manifestations were grouped into five categories and described in illustrative cases which were representative of types of rejected children: Impulsive Aggression; Immaturity/Depression; Withdrawn/Distractible; Hostile/Aggressive; and Psychomotor Difficulties.
The Reliability of the Self-Control Behavior Inventory
Authors: Dembinski Raymond J.
Published: March 2018

The Self-Control Behavior Inventory has been used extensively for assessing the various aspects of self-control. This article explores the reliability of the SCBI instrument through its temporal stability and interrater agreement.
The Limits of Legislation
Authors: Howell Kenneth , Rutherford R. B.
Published: March 2018

The field of special education has changed constantly since it came into existence. In the last decade this change has often been promoted through the passage of legislation. This article examines the limits of legislative change. The types of power used to promote change are examined and the effects of legislative action are reviewed.
The Responsibility Resource Rooms and Resource Center: A Program Administrator Looks at Training Needs of Teachers of Emotionally Disturbed Students in Secondary School Programs
Authors: Pearl Shirley
Published: March 2018

A resource room and special station program for seriously emotionally disturbed junior high school youth in St. Paul, Minnesota is described in this article. The author discusses the philosophy and programs of the Responsibility Resource Rooms and Resource Center. Based on her experience as administrator of these programs, the author notes those characteristics she looks for in evaluating prospective teachers. In a final section the author reports on a survey in which teachers of emotionally disturbed youth responded to questions concerning the types of pre- and in-service training most beneficial to them.
The Triad Model: Emotional Conflict as an Interactive Process
Authors: Enright Brian E. , Linkous Ludrick W.
Published: March 2018

The development of coping skills plays a vital role in each child's mental health. This article first looks at the transaction among coping skills and environmental demands, then conflict development, and finally two paths to conflict resolution. The Triad Model is proposed as an alternative conceptual model for diagnosis and intervention with children experiencing emotional conflict.
Teaching Self-Management to Incarcerated Youth
Authors: Marshall Ann E. , Heward William L.
Published: March 2018

Eight institutionalized male juvenile delinquents participated in a 13-session course on principles and techniques of self-management. The course was conducted in the Visual Response System, a specially designed classroom in which each student responds on an overhead projector built into his desk. Outside assignments required each student to self-select a target behavior, record baseline data, design and implement an intervention, and evaluate the results of his self-management project. Pre-posttest results showed students increased their verbal knowledge of behavioral principles. Ratings of the students' projects showed they had correctly implemented the self-management techniques presented in the course. In addition, data from all eight students' projects showed improvement as measured by the mean frequency of the chosen target behaviors during intervention as compared to baseline. Seven of the eight students felt their self-management projects were successful in significantly modifying their chosen target behaviors.1
Neuropsychological and Treatment Aspects of Learning and Behavior Disorders in Children
Authors: Majovski Lawrence V. , Oettinger Leon
Published: March 2018

The present article discusses the aspects of brain-behavior disorders in children from the standpoint of terms such as minimal brain dysfunction, learning disabilities, hyperactivity, and Hyperkinetic Syndrome. The concept of “brain damage” versus “brain dysfunction” in relationship to behavior disorders is discussed. A partial selection of neurobiological aspects of brain disturbances and behavior disorders in children is presented in terms of physical anomalies and physiologic growth and maturation. Approaches to the use of clinical child neuropsychological assessment, diagnostic problems, and some issues facing the clinician, school psychologist, and remediator, are presented and considered in relation to current intervention strategies for children presenting with severe behavioral and learning disorders in the classroom and at home. Management, treatment efficacy, educational policy and brain science implications are discussed in relation to the above.
Problem Behavior from the Principal's Perception: A New View
Authors: Dunlap William R. , Dillard Jerry W.
Published: March 2018

This research was designed to assess public school principal's perceptions of the type of children that should be referred for placement in a class for the emotionally disturbed. A sample of 164 public school principals responded to a request to rank order a list of behaviors commonly associated with emotionally disturbed children. The results were factor analyzed and the factor interpretation revealed some unusual results. Contrary to common practice, conduct problem children were not ranked high. Rather, the hypersensitive, easily hurt child was considered most in need of services by these administrators.
Comparison of Procedures for Promoting Reading Proficiency of Two Children with Behavioral and Learning Disorders
Authors: Gable Robert A. , Shores Richard E.
Published: March 2018

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.
The Effects and Side-effects of an Overcorrection Procedure Applied by Parents of Severely Emotionally Disturbed Children in a Home Environment
Authors: Simpson Richard L. , Swenson Carl R.
Published: March 2018

This study investigated the effects and side-effects of overcorrection procedures applied by teachers and parents to treat the self-stimulatory behavior of two autistic-like elementary school age children. The experimental design consisted of four conditions during which observations of the subjects were collected in the home settings. Following a baseline period, overcorrection was differentially implemented (1) in a public school classroom by a teacher, (2) in the home settings by the parents, and (3) in both environments simultaneously. This strategy permitted the examination of the effects of treatment on the target behaviors across environments. Additionally, the study was designed to determine if overcorrection treatment of self-stimulatory behavior would lead to desirable side-effects. For this purpose, proximity-to-others, and playing appropriately were identified as positive behavioral correlates for both subjects. Three different self-stimulatory behaviors were identified for each subject as negative behavioral correlates. The results showed that in each setting, overcorrection procedures were associated with statistically significant differences in the target behaviors. Across the various treatment settings, only one adaptive behavior, proximity, for one subject, was shown to be significantly different. However, two-thirds of the untreated self-stimulatory behaviors changed in desirable and significant directions. It was also noted that the lowest levels of the target behaviors were attained when the overcorrection procedures were applied simultaneously in both school and home environments.
Positive Peer Culture and Assertiveness Training: Complementary Modalities for Dealing with Disturbed and Disturbing Adolescents in the Classroom
Authors: Carducci Dewey J.
Published: March 2018

Across the country, many state and county institutions for youth, and city school systems, have adopted the modality known as Positive Peer Culture (PPC). The limitations of the modality present certain dilemmas, dangers, and frustrations for classroom teachers and other professionals in settings using PPC. This paper describes some of the major limitations and dangers, and discusses how the use of a complimentary tool, in conjunction with PPC, provides a successful resolution of them. The article is written both for professionals now using PPC and for those who may want to explore its use.
Minority Group Children and Behavior Disorders—The Case of Asian-American Children
Authors: Hisama Toshiaki
Published: March 2018

This article attempts to describe relationships between major disorders and minority group children, in this case, Asian-American children. Although HEW officially recognizes the Asian as a minority group, the general public has little understanding of the group in terms of its cultural diversity and racial discrimination it has experienced. Thus, first, cultural diversities within the group and racism against the group are discussed. Secondly, based on Sue and Sue's (1973) conceptualization, 3 types of social-personality patterns — (1) traditionalist, (2) marginal person, and (3) Asian-American — are introduced. Thirdly, the relationship between specific types of behavior disorders and the 3 reaction patterns are discussed. Finally, the article suggests some teaching principles for teachers of Asian-American children with behavior disorders.
Special Education in Transition: Behavior Disordered Children in Australia*
Authors: Magliocca Judie A. , Magliocca Larry A.
Published: March 2018

Following a brief historical background of special education in Australia, special education services are described by definition, prevalence, and by types of programmes. The problems of special education development at the present time are summarized.
Assessment of Cognitive Complexity with Emotionally Handicapped Children
Authors: Vacc Nicholas A. , Burt Marilyn A.
Published: March 2018

The primary objective of this study was to investigate possible differences between children identified as emotionally handicapped and normal children with regard to cognitive complexity. Using the Adapted Modified Role Repertory Test (AMRRT) with a sample of 368 regular classroom children and 113 emotionally handicapped children, significant differences were found for age levels eight to nine and 12–13, but no differences were found for age levels 10–11 and 14–15. The comparisons of data between each age group consistently showed greater cognitive complexity among the emotionally handicapped children than the normal children. A secondary purpose of the study was to examine the clinical value of the AMRRT in working with emotionally handicapped children. The results indicated that the AMRRT has potential value for individual clinical assessment.
Children who are Physically Separated in the Classroom
Authors: Vacc Nicholas A. , Siegel Paul
Published: March 2018

The purpose of this study was to investigate differences between physically separated second-grade children and their classmates with regard to social position, attitude toward school, and self-concept. Additionally, data were gathered to determine whether there exists a preponderance of children of one sex, racial group, age, intelligence level, or achievement level, who are more frequently separated from other children. Teacher ratings of these children's overt behavior were also examined. No significant differences were found concerning self-concept, attitude toward school, achievement level, and age. Significant differences were found for sex, racial minority status, social position, intelligence level, and overt behavior. The results supported the assumption that the social positions of physically separated children are different from those of the non-physically separated children. The study was interpreted as having implications for teachers, counselors, and school administrators who may overlook the effect of physically separating problem children within the classroom.
School Perceptions of Truant Adolescent Boys
Authors: Zieman Gayle L. , Benson Gerald P.
Published: March 2018

CEC and PL94–142 have given increased recognition to school responsibility for meeting the needs of behaviorally disturbed children. Adequately serving these students requires in-depth understanding of their perceptions of the school environment. To investigate these perceptions, 15 truant junior high boys were interviewed in-depth. Their perceptions were compared with those of 15 nontruant boys and with the responses of 15 faculty members who reported their perceptions of how truants view school. The truants perceived school as associated with authority, confrontations, discomfort, and lack of success. Faculty held several misconceptions about the school perceptions of truants. The results are related to research, theories of delinquency, and educational intervention.
Academic Performance in the Classroom as a Function of a Parent Applied Home Management Program with Severely Emotionally Disturbed Children
Authors: Simpson Richard L. , Swenson Carl R. , Thompson Thomas N.
Published: March 2018

An analysis of specific individual measures of classroom academic performance as a function of a parent applied procedure for reducing self-stimulatory responses was conducted with three autistic and autistic-like male children. The results indicated that although there were a number of statistically significant differences in academic performance among and across the various experimental conditions, none of the differences could be directly associated with the home intervention procedures applied by the parents. It was concluded that generalization effects of treatment across settings, time and dependent variables must be specifically programmed with severely emotionally disturbed children.
An Accountable Consultation Model for Mainstreaming Behaviorally Disordered Children
Authors: Nelson C. Michael , Stevens Kay B.
Published: March 2018

A consultation model, implemented over a two-year period, in a regular elementary school, is described. In addition, data are reported indicative of how consultant's spent their time, and of the outcomes of consultation for each case served. The model includes procedures for systematizing the consultation process, making it data-based and accountable. Problems encountered in implementing consultation in public school settings are discussed.
The Use of Role Play and Reinforcement Procedures in the Development of Generalized Interpersonal Behavior with Emotionally Disturbed-Behavior Disordered Adolescents in a Special Education Classroom
Authors: Lebsock Marjean Spayer , Salzberg Charles L.
Published: March 2018

The effects of a role-playing intervention on maladaptive classroom behavior of two emotionally disturbed adolescents were investigated in the context of a multiple baseline design across behaviors. Data were collected daily, both in role playing (training) sessions and in the classroom (generalization) setting. The role-playing intervention proceeded, in successive response-dependent stages, from the training room to the classroom environment. The intervention strategy successfully altered specific maladaptive responses. Generalization in the classroom environment occurred, to some extent, in initial parts of the intervention. It increased in later stages when role playing sessions were initiated in the classroom. Following completion of the role-play intervention program, reinforcement contingencies enhanced the consistency of the effects and were necessary, initially, for maintenance of the newly acquired behaviors in the classroom. Follow-up data, taken after the termination of the study following removal of the programmed reinforcement contingencies, indicated that the reduction of maladaptive behaviors achieved during treatment continued at a near-zero rate.
Suspension and Expulsion of the Emotionally Handicapped: Issues and Practices
Authors: Barnette Sharon Mildred , Parker Linda Godsey
Published: March 2018

The purpose of this study was to investigate the legal status of suspension and expulsion procedures for emotionally handicapped or behaviorally disordered students. Court decisions which involved the suspension or expulsion of a behaviorally disordered student were included for discussion. In addition, the survey of existing practices used by state education agencies was summarized. Implications for programming and disciplinary actions were formulated based on both the court decisions cited and the existing state policies which address this area of exceptionality.
Reducing Severe Aggressive and Self-Injurious Behavior: A Nonintrusive, Home Based Approach
Authors: Woods Thomas S.
Published: March 2018

This study presents data covering the application of a response cost contingency to the self-injurious and aggressive/destructive behaviors of an autistic adolescent boy. The subject's target response rate was reduced from a mean of 29 per day during baseline to a daily mean of 0.3 during the final phase of the treatment condition. The fact that nonintrusive management strategies (such as response cost) are seldom reported in the literature covering aggressive and self-destructive behavior is discussed. Further, advantages of the response cost technique over other more frequently used methods are described.
Comparison of Teacher, Peer, and Self-Ratings of Classroom and Social Behavior of Adolescents
Authors: Bailey Donald B. , Bender William N. , Montgomery Diana L.
Published: March 2018

The present study assessed the concurrent validity of three methods of measuring classroom and social behavior — teacher ratings, peer roster ratings, and self-ratings — by comparing these measures with observational data. Results indicated that both the peer roster rating and the teacher rating were effective in measuring time-on-task during various classroom activities. Teacher and peer ratings did not correlate well with observed social behavior. Self-ratings correlated only with time-on-task during lectures, but even in this instance the explained variance was minimal. Implications for screening social and behavior problems were discussed.
Effects of Social Learning Training with Socially Rejected Children
Authors: Csapo Marg
Published: March 2018

Six subjects were selected for this study by multiple selection criteria: sociometric rating by peers, teacher rating, and direct observation of behavior in six social skills. The intervention consisted of social learning training and individual as well as group reinforcement. A multiple baseline design was used to observe for the effect of the intervention. The subjects' behavior was shaped in each specific skill area to approximate the rate of an average peer. The effect of the intervention was checked 4 weeks after the termination of the program. Social validation confirmed consumer satisfaction and indicated an increase in sociometric ranking and teacher rating.
Modifying Inappropriate Behaviors through a Peer-Confrontation System
Authors: Bellafiore Louise A. , Salend Spencer J.
Published: March 2018

This study illustrates the use of a teacher directed peer-confrontation system to decrease the inappropriate verbalizations of a targeted student and two non-targeted peers. A reversal design was employed. Results show that the peer-confrontation system is a viable and effective method for decreasing the inappropriate behaviors of the targeted student. Additionally, the vicarious effects of the treatment on the non-targeted peers were noted. Reasons for the effectiveness of this technique are discussed.
Student Self-Control as a Basis for Instructional Adaptation with Behaviorally Disordered Children
Authors: Murphy Laura , Ross Steven M.
Published: March 2018

A review of the literature suggests that the academic instruction of behaviorally disordered children has received far less attention than has the management of social behavior. While it is necessary to deal with behavioral problems, instructional programs need not be slighted. The authors propose matching selected models of individualized instruction (academic domain) to varying degrees of student self-control (behavioral domain). The specific models discussed include tutoring, programmed instruction, personalized systems of instruction, and contracting.
Effects of Socially Outgoing versus Withdrawn Nonhandicapped Peer Partners on Nonhandicapped/Handicapped Student Interactions
Authors: Nietupski John , Stainback William , Gleissner Linda , Stainback Susan , Hamre-Nietupski Susan
Published: March 2018

An alternating treatments design (Barlow & Hayes, 1979) was employed to compare the effects of socially outgoing versus socially withdrawn nonhandicapped preschool age peer partners upon nonhandicapped/handicapped peer interactions. A teacher nomination process was used to select nonhandicapped children considered the most outgoing and the least outgoing within a preschool for nonhandicapped students. A severely emotionally disabled, withdrawn student from a preschool handicapped program served as the target subject. The results were that the total number of nonhandicapped/handicapped social interactions as well as the number of social initiations by the withdrawn target subject were greater when the subject was paired with a socially outgoing nonhandicapped peer.
Videotape Feedback as a Behavior Management Technique
Authors: Booth Sharon R. , Fairbank Doreen Ward
Published: March 2018

The effectiveness of videotape feedback, as a procedure for increasing on-task behavior in a 9-year-old emotionally disturbed male, was investigated in the present study. The experimental design employed was an ABAB single subject design. Through baseline (A) and intervention (B) phase, 30 minutes of classroom behavior during a structured activity were videotaped at the same time each day. On-task and off-task behaviors from each videotaped session time were rated by trained observers for each experimental phase. The subject did not receive any feedback on his behavior during baseline (A) phases. During intervention (B) phases teacher and subject concurrently viewed a 10-minute sample of the videotape immediately following each daily videotaped session. While observing the videotape the subject recorded his own behavior. Data revealed low rates of on-task behavior during the initial baseline (A) phases. Only after introduction of the videotape feedback intervention (B) phase did the frequency of on-task behavior increase. A decrease in on-task behavior occurred with reinstatement of baseline (A) conditions. Treatment gains were partially recovered during reinstatement of videotape feedback intervention (B). Results of the present study are discussed in terms of the utility of videotape feedback as a classroom behavior management technique. Implications for self-control and further research directions are also proposed.
Teaching Emotionally Disturbed Adolescents: A Study of Selected Teacher and Teaching Characteristics
Authors: Schmid Rex , Algozzine Bob , Maher Maryellen , Wells Don
Published: March 2018

The National Secondary School Survey was conducted to obtain information regarding the state-of-the-art in service delivery to learning disabled and emotionally disturbed adolescents. Volunteer public school teachers in all 50 states completed a survey instrument regarding their own characteristics and those of their students and educational programs. The analyses of responses from 222 teachers of emotionally disturbed adolescents to questionnaire items regarding their personal and educational characteristics are presented and discussed. Based on the response analysis, four implications for teacher trainers and inservice directors were identified.
A Review of Self-Control Treatments for Aggressive Behavior
Authors: Wilson Rich
Published: March 2018

Self-control procedures have recently been applied in numerous settings to a number of learning and behavior problems. Treatment of acting-out and aggressive behaviors, an area that is a major concern to teachers, has been investigated by researchers using self-control or cognitive-behavioral interventions. Although isolated studies have produced encouraging results, current self-control techniques have not demonstrated effective control over aggressive behaviors. A critique of the techniques, studies, and research methodology is also included.
Research Issues in Behavior Disorders: A National Survey
Authors: Epstein Michael H. , Cullinan Douglas
Published: March 2018

Responses were received from 47 of 54 nationally-recognized authorities in educating children and adolescents with behavior disorders when these individuals were asked to identify the three most important current research issues in this field. Setting generalization of intervention effects, durability of treatment program and effects, and adolescent programing were the most frequently cited issues needing research attention. Implications for future research and funding activities are discussed.
Structured Learning Using Self-Monitoring to Promote Maintenance and Generalization of Social Skills across Settings for a Behaviorally Disordered Adolescent
Authors: Kiburz Cheryl Strobel , Miller Sidney R. , Morrow Lonny W.
Published: March 2018

Recent literature has highlighted the importance of teaching social skills to behaviorally disordered adolescents. Although it has been demonstrated that social skills can be taught to this population, skills maintenance and generalization have remained problematic. Using a multiple baseline-across-behaviors design, the present investigation incorporated techniques designed to facilitate maintenance and generalization of skills. This study involved an 18-year-old youth placed in a residential state mental health facility because of social skills deficits that included greetings, initiating conversation, and thanking behavior. The treatment occurred over a 48-day period in which the student was observed in four distinct settings. Results suggest that the skills trained — greetings and thanking behavior — were maintained and generalized to three natural settings: (a) the route the student walked to the classroom, (b) the student lounge located near the classroom, and (c) a vocational setting located within walking distance of the classroom. Training also produced an incidental increase in the skill initiating conversation.
Patterns of Maladjustment among the Behaviorally Disordered. II: Boys Aged 6-11, Boys Aged 12-18, Girls Aged 6-11, and Girls Aged 12-18
Authors: Epstein Michael H. , Kauffman James M. , Cullinan Douglas
Published: March 2018

Teacher-completed Behavior Problem Checklists on behaviorally disordered younger and older boys and younger and older girls were factor analyzed. Results replicated in part prior research with behaviorally disordered, other handicapped, and nonhandicapped populations, but also revealed important differences. Age and sex comparisons were made between the four behaviorally disordered groups. Implications for a clearer understanding and treatment of the behavior and emotional problems of behaviorally disordered pupils were discussed.
The Nature and Extent of Aggression in Special Education Settings Serving Behaviorally Disordered Students
Authors: Ruhl Kathy L. , Hughes Charles A.
Published: March 2018

To determine teachers' perceptions regarding the nature and extent of aggression in settings where behaviorally disordered students are served, and to determine strategies utilized in dealing with aggressive students, a questionnaire was disseminated to 311 Florida public school special education teachers of behaviorally disordered students; 57% (178) responded. Additionally, during a 5-day school week, 75 of these teachers maintained inclassroom frequency counts of aggressive incidents in five categories. Results indicate that a variety of student verbal and physical aggressive behaviors are commonly manifested in settings where behaviorally disordered students are served. A diversity of strategies for coping with aggressive outbursts are utilized by responding teachers; however, a narrower range of administrative interventions are noted. Aggression in settings where behaviorally disordered students are served is verified and the need for additional research and teacher support is noted.
Deviant Behavior in Learning Disabled and Behaviorally Disordered Students as a Function of Level and Placement
Authors: Sindelar Paul T. , King Marcia C. , Cartland Deborah , Wilson Richard J. , Meisel C. Julius
Published: March 2018

Differences in the social behavior of learning disabled and behaviorally disordered students as a function of age and placement were investigated using teacher ratings of classroom behavior. Resource and special class teachers of the learning disabled and behaviorally disordered at the elementary and secondary levels reported the proportions of students in their classrooms exhibiting each of five patterns of deviant behavior: withdrawn-seclusive; anxious-fearful; hyperactive; aggressive; and rule-breaking. Their responses were categorized in an 8-cell, level x placement x classification matrix and separate statistical tests were conducted for each behavior pattern. Significant differences were obtained for classification on all five patterns, for level on rule-breaking, and for placement on anxiety and rule-breaking. Behaviorally disordered students exhibited more of each of the problem behaviors than did learning disabled students; secondary students exhibited more rule-breaking than elementary students; and more anxious, fearful behavior and rule-breaking were exhibited in special classes than resource rooms. These results are related to the literature on differential classification, developmental trends in behavioral disorders, and differential placement.
Neuropsychological Significance of Right Hemisphere Cognitive Mode in Behavior Disorders
Authors: Stellern John , Marlowe Mike , Jacobs James , Cossairt Ace
Published: March 2018

This paper presents the results of two studies which investigate the relationship between cognitive mode, emotional disturbance, classroom behavior, and reading and spelling performance. The Adapted Children's Form of Your Style of Learning and Thinking (SOLAT) was administered to 76 nonhandicapped students forming study one, and 31 emotionally disturbed students and 63 nonhandicapped students forming study two to obtain their left, right, and integrated hemisphere cognitive mode scores. Some students were also administered the WISC-R, Bender-Gestalt test, WRAT reading and spelling tests, and/or rated by their classroom teachers on the Walker Problem Behavior Identification Checklist. There were significantly more emotionally disturbed subjects classified right hemisphere cognitive mode by the SOLAT than control subjects, and the emotionally disturbed subjects had significantly higher right hemisphere SOLAT scores than controls. Emotionally disturbed subjects scored significantly lower than controls on the WISC-R, WRAT, and Bender Test, and higher on the WPBIC. As SOLAT right hemisphere scores increased, scores on the WISC-R, WRAT, and Bender Test significantly decreased, whereas scores on the WPBIC significantly increased. And as Solat integrated hemisphere scores increased, so did scores on the WISC-R, WRAT, and Bender Test, whereas scores on the WPBIC decreased. Right hemisphere cognitive mode individuals may be at risk for behavior/learning problems. Implications of the findings are discussed, and possible explanations are presented.
Psychiatric Input as Part of a Comprehensive Evaluation Program for Socially and Emotionally Disturbed Children
Authors: Mendelsohn Sylvia R. , Jennings Kay D. , Kerr Mary Margaret , Marsh Judith , May Kathleen , Strain Phillip S.
Published: March 2018

Placement in special education classes for the socially and emotionally disturbed (SED) requires appropriate assessment of referred children. Pennsylvania is one of the few states mandating a psychiatrist's evaluation for placement in these classes. Psychiatric input, however, is usually quite limited; frequently the evaluation takes place solely in the psychiatrist's office and information about the child's school behavior is limited to the written referrals. These conditions make accurate and useful psychiatric assessment difficult. This paper describes a multidisciplinary team approach that enhances communication between the school and the team. A program integrating assessment and consultation services is provided. A unique feature of the program includes structured observations of the child at school; this system is described in detail.
The Educateur: An Atypical Childcare Worker
Authors: Daly Patricia M.
Published: March 2018

A brief historical account is given of the origins of the educateur in France, Canada, and the United States. The role of the educateur in the reeducation process of behaviorally disordered youth is described. Three unique features of the educateur model of treatment are outlined: (a) time spent with clients, (b) quality of interactions, and (c) function as a team member within the total structure of the child service agency.