bluuebunny/crossref_metadata_2025 huggingface dataset:
Describing the Population of Adolescents Served in Systems of Care
Authors: Qinghong Liao  , Manteuffel Brigitte , Paulic Courtney , Sondheimer Diane
Published: May 2008

Cluster analysis was conducted to examine clinical characteristics of 10- to 19-year-old boys (N = 1,961) and girls (N = 1,320) with serious emotional disturbance entering systems of care funded by the Center for Mental Health Services. Subscale scores from intake assessment using the Child and Adolescent Functional Assessment Scale and the Child Behavior Checklist were included in the cluster analyses to determine whether adolescents could be grouped into identifiable patterns based on functional and behavioral characteristics. Three clusters were identified for each gender. Clusters differed in the severity of subscale scores across boys and girls; however, unique characteristics of clusters were most apparent when both functional and behavioral profiles were examined. Demographic and clinical characteristics were compared across clusters to further explore characteristics of these groups.The authors make recommendations for future research on adolescents entering community-based system-of-care services.
The System-of-Care Model
Authors: Vinson Nina B. , Brannan Ana Maria , Baughman Lela N. , Wilce Maureen , Gawron Timothy
Published: May 2008

The purpose of this study was to document system-of-care development following the receipt of federal funds to establish and support a system of care, and to assess the extent to which system-of-care principles were realized.To assess fidelity of implementation of the system-of-care model, 27 sites were visited on an annual basis for 4 years. A variety of qualitative data was collected to assess the presence of 16 key attributes comprising an ideal system of care (e.g., cultural competence, family involvement). Despite many changes in each local service system, no site (including sites with prior system-building experience and/or significant preexisting resources) was able to fully implement all aspects of the system-of-care model, as ideally conceptualized in the system-of-care program theory model. Exploratory efforts to develop a tool to assess implementation quantitatively failed to meet reliability thresholds, but information is provided on how measurement quality was improved for a new tool. With a reliable tool, findings can be considered in the context of other information, such as service delivery practices, service experiences, client-level outcomes, and effectiveness of individual treatments and services delivered.The authors suggest that a close assessment of these multilevel factors will enable a valid test of the effectiveness of the system-of-care model.
Expenditures and Sustainability in Systems of Care
Authors: Foster E. Michael , Kelsch Christopher C. , Kamradt Bruce , Sosna Todd , Zijin Yang
Published: May 2008

Established by the Center for Mental Health Services (CMHS), the Comprehensive Community Mental Health Services for Children and Their Families Program is an innovative effort to establish systems of care in communities across the country. Using data from three participating sites, we examined service use and expenditures under systems of care.We found that sites provided children with a full range of mental health services. We also found that per-child expenditures were high, but for two of the sites, those expenditures were within the range of expenditures in other innovative attempts at service delivery. In one site, expenditures were especially high. One explanation is that individuals treated there had particularly severe problems, and the data confirmed this explanation, at least to some extent. In particular, when we limited the analyses to a comparable group of children with severe emotional disturbance, expenditures at that site were comparable to those from the Fort Bragg Demonstration.We also found that the sites were successful in developing alternative sources of funding over time. By the last year of the grant, CMHS funds represented no more than one fourth of project funds. This trend reflected program requirements and suggested that the sites developed fiscal sustainability over time.
Family Participation in Evaluating Systems of Care
Authors: Osher Trina W. , Van Kammen Welmoet , Zaro Susan M.
Published: May 2008

Service programs are paying increased attention to family participation in research and evaluation activities. This article describes the results of a survey that was conducted in 37 sites constituting 31 programs funded by the Center for Mental Health Services to build systems of care for children with serious mental health challenges and their families. At each site, the program director, the evaluator, and a family member completed a questionnaire about family involvement in research. Respondents reported relatively high family participation in such activities as modification of questionnaires, collecting data, and reviewing results. In addition, most family members were compensated for their research tasks. Low family participation was reported in the hiring of research staff and data processing. Overall, agreement among the three types of respondents was moderately high. Focus groups conducted in sites with the highest degree of family involvement in research revealed that family participation was perceived to improve the quality of data collected and, ultimately, the services provided to children and their families.
Longitudinal Use of the Teacher's Report Form in Tracking Outcome for Students with SED
Authors: Mattison Richard E. , Spitznagel Edward L.
Published: May 2008

The Teacher's Report Form (TRF) was investigated over 3 years for its practical ability to track the outcome in 89 elementary school students with serious emotional disturbance (SED). The pupils who remained in SED programming the entire time were characterized as unchanged by serial TRF's.The students whose placement was changed over the course of the study to less restrictive settings by school staff unaware ofTRF findings demonstrated significant improvement on consecutive TRF's in academic performance, classroom functioning, and aggressive behaviors.Those students who were placed in more intensive SED settings over time had TRF results that indicated significant generalized worsening without academic or classroom improvement. Overall, the TRF shows promise as an empirical supplement to the current less objective approaches used by school teams during their yearly individualized education program (IEP) assessment and subsequent placement and treatment planning for students with SED.
Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders
Authors: Nelson J. Ron , Maculan Amelia , Roberts Maura L. , Ohlund Barbara J.
Published: May 2008

Teachers of students with emotional and behavioral disorders (EBD) are at particular risk for experiencing stress on the job. Occupational stress ratings from 415 teachers of students with EBD was modeled by regression, using teacher demographic characteristics, working conditions, and ability to work with children with EBD as factors in the analysis. All working condition variables (principal-teacher relationship, capacity to contribute to decisions, and working relationships), as well as years of professional experience and ability to work with externalizing children, had a significant effect on occupational stress. Additionally, within-inventory analyses pointed to ability to contribute to decisions as more influential than positive relationships with principals or colleagues. Results and implications are discussed.
After Children's Services
Authors: Pandiani John A. , Schacht Lucille M. , Banks Steven M.
Published: May 2008

In this article we examined the long-term (3 year) treatment outcomes of all adolescents who received services in a statewide system of care.The outcomes included rates of hospitalization, incarceration, and maternity. Because the outcome measures were derived from existing administrative and public health data, outcome data were available for all participants. Results indicate that recipients of services had substantially elevated rates of incarceration and hospitalization (compared to the general population) but that maternity rates in the treatment groups were not different from other young women in the same age group. Interestingly, the amount of elevation of incarceration and hospitalization rates decreased over time.
The Distal Impact of Two First-Grade Preventive Interventions on Conduct Problems and Disorder in Early Adolescence
Authors: Ialongo Nick , Poduska Jeanne , Werthamer Lisa , Kellam Sheppard
Published: May 2008

In this article, we examine the impact of two universal, first-grade preventive interventions on the prevalence of conduct problems and disorder and mental health service need and use in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for later conduct problems and disorder by enhancing teachers' behavior management in first grade, whereas the Family-School Partnership (FSP) intervention targeted improvement in parent-teacher communication and parents' child behavior management strategies. At Grade 6, or age 12, CC and FSP intervention children received significantly lower ratings from their teachers for conduct problems than control children. CC and FSP children were also significantly less likely than control children to meet diagnostic criteria for Conduct Disorder and to have been suspended from school in the last year. In addition, the CC intervention was associated with significantly lower rates of child mental health service need and utilization. Overall, the CC intervention appeared to be the more effective of the two in reducing the prevalence of conduct problems and disorder at age 12 and in reducing mental health service need and utilization. Nevertheless, future studies may show that the combination of CC and FSP interventions produces additive or even synergistic effects.
Understanding the Use of Mental Health Placements by the Juvenile Justice System
Authors: Herz Denise C.
Published: May 2008

Philosophically, juvenile justice incorporates the need to assess offender needs and provide appropriate services to them.Yet the extent to which juvenile justice systems currently identify and service mental health needs is questionable. Furthermore, it is unclear whether certain types of offenders are more or less likely to receive services based on individual and case characteristics. In this study these issues were examined by using juvenile cases processed in an East Coast state between 1992 and 1994. Findings from this study show that mental health placements are used rarely relative to other court outcomes (i.e., dismissal, probation, or other types of placements), and gender and race significantly influence whether an offender receives this type of placement.
Placement Disruption in Treatment Foster Care
Authors: Smith Dana K. , Stormshak Elizabeth , Chamberlain Patricia , Bridges Whaley Rachel
Published: May 2008

Rates of placement disruption in traditional and treatment foster care are reviewed. Contextual factors, individual child and caregiver characteristics, and risk factors thought to influence rates of placement disruption are explored. A model for treatment foster care is described, and data are presented on disruption rates for this program. The results indicated that the likelihood of placement disruption is two times higher during the first 6 months (17.8%) compared to the second 6 months (9.2%) of treatment.Taken together across the first and second 6 months of treatment, 23 of 90 youth (25.5%) experienced a placement disruption. Findings indicate that age and gender play a role in disruption, with older girls at the greatest risk for placement disruption. Limitations of the study, future directions,and implications for treatment are discussed.
Caseload Segregation/Integration and Service Delivery Outcomes for Children and Adolescents
Authors: Pandiani John A. , Banks Steven M. , Schacht Lucille M.
Published: May 2008

In this article we explore the relationship between the degree to which local systems of care share responsibility for children and adolescents (measured by the Caseload Segregation/Integration Ratio) and four service delivery outcomes in one state over a 4-year period. Caseload segregation/integration is measured for community mental health agencies, child protection and juvenile justice programs, and special education programs for emotional and behavioral disorders. Service outcomes under examination include referral for intensive residential treatment and hospitalization for behavioral health care (for all children), incarceration (for boys), and maternity (for girls). Results indicate that greater caseload integration is associated with less referral for residential treatment and higher rates of incarceration.The interpretation of these findings is discussed, and further research is suggested.
Improving the Classroom Behavior of Students with Emotional and Behavioral Disorders Using Individualized Curricular Modifications
Authors: Kern Lee , Delaney Beth , Clarke Shelley , Dunlap Glen , Childs Karen
Published: May 2008

In this article, we describe analyses of assessment-based curricular modifications designed to improve the classroom behavior of elementary school students with emotional and behavioral disorders. Functional assessments were conducted to identify instructional and curricular variables associated with undesirable behavior during problematic academic assignments.The assessment data led to individualized modifications of assignment features. Experimental analyses verified that the modifications resulted in reduced problem behavior and increased task engagement for each of the participants.The results are related to previous research on functional assessment, positive behavioral support, and the new requirements for behavioral interventions under the Individuals with Disabilities Education Act Amendments of 1997.
An Investigation of Relationships Between Social Behavior and ADHD in Children and Youth
Authors: Merrell Kenneth W. , Boelter Eric
Published: May 2008

This article describes two related studies focusing on the relationship of social behavior and ADHD characteristics of children and youth.The primary purpose of these studies was to empirically investigate the construct validity of the Home and Community Social Behavior Scales (HCSBS), a new behavior rating scale for use by parents in assessing social and antisocial behavior of children and youth. A secondary purpose was to examine in detail relationships between ADHD characteristics and social behavior in children. Results of these studies indicated that as ADHD symptoms increased, antisocial behaviors increased and positive social behavior decreased. Overall, the results indicated an exceptionally strong link between social behavior and ADHD, and provide strong evidence in support of the validity of the HCSBS. Practical applications of these findings are discussed.
Examination of the Relationship Between Teacher Praise and Opportunities for Students with EBD to Respond to Academic Requests
Authors: Sutherland Kevin S. , Wehby Joseph H. , Yoder Paul J.
Published: May 2008

Providing students with opportunities to respond to academic requests (OTR) and praise have been identified as effective teaching practices. Because academic difficulty is a primary characteristic of students with emotional and behavioral disorders (EBD), receiving adequate OTR and praise are crucial for ameliorating their academic deficits. Although a relationship between rates of OTR and teacher praise has been suggested, the nature of this relationship is largely unknown.The purpose of this article was to investigate this relationship through an examination of the significance and magnitude of the relation between teacher praise and OTR in classrooms for students with EBD using time-window sequential analysis. Results suggested that (a) a summary-level relationship represented by a significant positive correlation and (b) a significant sequential association existed between teacher praise and OTR. Implications for future research and study limitations are discussed.
Early Intervention for Preschool-Age Children with ADHD
Authors: McGoey Kara E. , Eckert Tanya L. , Dupaul George J.
Published: May 2008

Preschool-age children with attention-deficit/hyperactivity disorder (ADHD) are at-risk for expulsion from preschool settings due to disruptive, noncompliant behavior. Removal from preschool limits the child's exposure to preacademic instruction, socialization opportunities, and the structure of classrooms. In this review, the authors evaluate the efficacy of pharmacological, parent training, and behavioral interventions designed to manage the disruptive behavior of preschool children with ADHD. Twenty-six experimental articles were reviewed. Pharmacological intervention, which has received the most attention, was found to be generally effective, although not without problems due to side effects. Parent-training methods were found to be effective in the home setting, but minimal information has been collected on the generalization of these findings to the school setting. Very little research has been devoted to the use of behavior management in the school setting, but results from those studies that have been done appear promising. Issues regarding future research and the use of these interventions to prepare the preschool-age child with ADHD for kindergarten are discussed.
Language Skills of Children with EBD
Authors: Benner Gregory J. , Nelson J. Ron , Epstein Michael H.
Published: May 2008

This article systematically reviews the available research on the prevalence, strength, durability, and nature of language deficits in children formally identified with emotional and behavioral disorders (EBD).After applying inclusionary and exclusionary criteria, we reviewed 26 studies. Approximately three out of four children (71%) formally identified with EBD experienced clinically significant language deficits and approximately one out of two (57%) children with diagnosed language deficits also were identified with EBD.These deficits appeared to be broad-based in that they included pragmatic, receptive, and expressive language deficits.The results from longitudinal studies suggested that the rate of comorbidity between language deficits and EBD tends to either be stable or to increase over time. In addition, prevalence rates varied across studies, depending on the placement of children sampled, the stringency of the criteria for determining language deficit, and the number of language measures used.The findings and future research needs are discussed.
Those Who Do Not Return
Authors: Bullis Michael , Yovanoff Paul
Published: May 2008

In this article we examine the facility-to-community transition experiences of formerly incarcerated youth in the sample who remained in the community for 1 year following release from the juvenile correctional system. Specifically, we studied the relationship of selected predictor variables to engagement status (a transition outcome based on working, going to school, or both activities) at two points in time after the participants exited the juvenile correctional system: 6 months post-exit (Time 1) and 12 months post-exit (Time 2).The data for the study were gathered in a 5-year longitudinal study that examined the community reintegration of 531 incarcerated youth from Oregon's juvenile justice system. Data were gathered on the sample while they were still in custody and then every 6 months through phone interviews in order to describe their work, educational, living, and social experiences in the community. Data on their return to the juvenile correctional system were gathered from an extant database maintained by the state agency. Findings suggest that (a) transition and post-exit services may need to be focused to particular subgroups and (b) career/vocational instruction in the juvenile correctional setting coupled with services offered upon returning to the community could have a positive impact on the adjustment of incarcerated youth.
Are Students with ADHD More Stressful to Teach?
Authors: Greene Ross W. , Beszterczey Sara K. , Katzenstein Tai , Park Kenneth , Goring Jennifer
Published: May 2008

The inattentive and/or hyperactive—impulsive behaviors that typify attention-deficit/hyperactivity disorder (ADHD) have been associated with increased stress in parents of children who are so diagnosed and are known to adversely affect the quality of parent—child interactions. Far less is known, however, about the effects of ADHD on interactions between students with the disorder and their teachers and on levels of teacher stress. Using the Index of Teaching Stress, an instrument assessing a teacher's subjective level of stress and frustration in response to teaching and interacting with a particular student, we found that general education elementary school teachers rated students with ADHD as significantly more stressful to teach than their classmates withoutADHD. However, we found that the stress reported by teachers was highly individualized.Students with ADHD who evidenced oppositional/aggressive behavior or severe social impairment were rated as significantly more stressful to teach than students with ADHD who did not evidence these associated difficulties.
Early Pregnancy Among Adolescent Females with Serious Emotional Disturbances
Authors: Yampolskaya Svetlana , Brown Eric C. , Greenbaum Paul E.
Published: May 2008

The purpose of this study was to identify risk factors for early pregnancy and outcomes of early parenthood among girls with serious emotional disturbance (SED). Longitudinal data were collected during a 7-year period from 190 female adolescents with SED, ages 9 to 18 at the beginning of the study, and their families. Of the sample, 39% had their first pregnancy by age 18.The results of univariate analyses indicated that among examined risk factors (a) being African American, (b) low family income, (c) dropping out of school, (d) conduct disorder, and (e) substance use disorder were significantly ( ps < .05) associated with early pregnancy. However, according to multivariate analysis, only dropping out of school was a significant predictor of early pregnancy.The study also examined outcomes of early parenthood for girls with SED. Girls who had children were more likely ( ps < .05) to live in poverty, receive public assistance, and live independently. Dropout status also was examined as an outcome variable,and was a significantly more ( p < .05) frequent consequence for girls who had children.
Comorbidity of Mental Health Problems and Chronic Health Conditions in Children
Authors: Combs-Orme Terri , Heflinger Craig Anne , Simpkins Celeste G.
Published: May 2008

Both mental and physical health problems have significant, costly effects on children and on society, particularly through the health-care delivery system. Many years of research show more mental health problems among children with chronic health conditions, but the research is contradictory and inconclusive. This study is the first to examine the physical health status and problems of children with known mental health problems.The study compares Medicaid children with and without serious mental health problems ( n = 965) using parent reports of global health status, physical functioning, and general health perceptions. Children with more serious mental health problems were significantly more likely to have chronic health conditions.The number of chronic health conditions was the most powerful variable in predicting children's global health status, physical functioning, and general health perceptions. Children's mental health status, however, was a significant predictor as well, and the inclusion of this variable in the analyses significantly improved the fit of the regression model. Implications for the health-care delivery system are discussed.
Feasibility and Contributions of Functional Behavioral Assessment in Schools
Authors: March Robert E. , Horner Robert H.
Published: May 2008

Two types of analysis were used to examine the feasibility and utility of functional behavioral assessment (FBA) in a general education middle school. The authors used a descriptive analysis to assess whether a group-based behavior-support program was differentially effective based on the perceived consequences maintaining student problem behavior. Twenty-four middle school students were monitored over an academic year as they received a traditional check-in, check-out (progress report) intervention. At the end of the school year, an FBA interview was completed to assess the perceived function of each student's problem behavior. Although the absence of experimental controls precluded making any inferences, the results were consistent with the hypothesis that behavioral function was associated with student improvement under the program. These results led to a second analysis using a multiple-baseline-across-students design to determine if there was a functional relationship between function-based behavior support and (a) decreases in problem behavior and (b) increases in academic engagement. FBAs were used to develop and implement behavior support plans for three students who were not improving under the group-based intervention. The results supported the presence of functional relationships. Implications for the professional role of school psychologists and other behavior specialists, the value of FBA in schools, and the need for future research are discussed.
Ten-Year Comparisons of Problems and Competencies for National Samples of Youth
Authors: Achenbach Thomas M. , Dumenci Levent , Rescorla Leslie A.
Published: May 2008

The Youth Self-Report (YSR;Achenbach, 1995), Child Behavior Checklist (CBCL;Achenbach,2001),and Teacher's Report Form (TRF; Achenbach & Rescorla, 2001) were used to compare U.S. national samples of 11- to 18-year-olds assessed in 1989 and 1999. Reports by all informants concurred in showing small improvements in competencies and adaptive functioning and small declines in problems from 1989 to 1999. Correlations of .98 to .99 between mean problem item scores in 1989 and 1999 indicated very high stability for assessment via self-reports, parent reports, and teacher reports over 10 years. Cross-informant correlations were (a) YSR × CBCL = .38, (b) CBCL ×TRF = .36, and (c) TRF ×YSR = .20. No scales showed significant differences between scores obtained from any type of informant for youths assessed shortly before and after the Columbine High School shootings.
Assessing Conformity to Standards for Treatment Foster Care
Authors: Farmer Elizabeth M.Z. , Burns Barbara J. , Dubs Melanie S. , Thompson Shealy
Published: May 2008

In this article we examine conformity to the Program Standards for Treatment Foster Care (Foster Family-Based TreatmentAssociation, 1995).Treatment foster care (TFC) is an increasingly common community-based residential placement option for youth with emotional and behavioral disorders.At present, findings from model programs suggest that TFC can be effective for producing desired outcomes. However, little is known about variations of TFC in real-world practice.The standards of care developed by the Foster Family-Based Treatment Association are used to examine variations in conformity to the standards in a statewide sample of TFC programs. Findings suggest fair to good overall conformity, with considerable variation among programs.The article includes a discussion of methodological and substantive considerations for future research and evaluation using this approach.
Strengthening Emotional Support Services
Authors: Sawka Kristin D. , Mccurdy Barry L. , Mannella Mark C.
Published: May 2008

A significant need exists to help educators more effectively meet the academic and behavioral needs of students with, and at risk for developing, emotional and behavioral disorders. However, training alone is insufficient to change the practices of teachers. Strengthening Emotional Support Services (SESS) is a combined active training and consultation project designed to build capacity for serving students with behavior disorders in special education classrooms.With a focus on ecological and individual support, curriculum-based assessment, and empirically supported instructional practice, teachers are prepared to maximize academic engagement, minimize disruption, and help students gain greater access to inclusive environments.This article describes the implementation of the SESS project pilot with 64 school staff members in a large urban school district. Participation in the project was broadly associated with increased staff knowledge of effective behavior management and instructional strategies, successful implementation of skills at the classroom level when follow-up consultative support was provided, increased student academic engagement, and a high level of teacher satisfaction with the project. Outcomes are discussed in light of lessons learned from this applied research project.
A Conceptual Framework for Developing and Implementing Effective Policy in Children's Mental Health
Authors: Friedman Robert M.
Published: May 2008

This article presents a framework to be used in studying public policy development and implementation in children's mental health. It particularly focuses on policy related to the establishment of community-based systems of care.The framework is based on a review of the literature on policy development and implementation. It focuses on four dimensions: the stages of policy development and implementation, the relationships among different levels of government, the relationships among different service sectors, and variables that affect the likelihood that a policy will achieve its intended effect.
Deconstructing Research on Systems of Care for Youth with EBD
Authors: Rosenblatt Abram , Woodbridge Michelle W.
Published: May 2008

Integrated service systems of care for children with severe emotional disturbance based on the systems-of-care framework have historically been viewed and studied as programmatic and clinical interventions. Consequently, researchers have most commonly applied program evaluation methods to study their effectiveness.These methods rely largely on quasi-experimental designs with repeated outcome measures. Systems of care can also be understood, however, as a set of systems-level policies and principles designed to alter the delivery of services provided to youth and their families. From this perspective, researchers can apply analytical and methodological tools traditionally used in health policy analysis to study the multiple levels of systems-of-care impacts. This article examines how these and other methods for policy analysis can be utilized to measure the impact of the systems-of-care approach.Where possible, results from existing systems-of-care evaluation studies illustrate how these analyses and methods can be practically employed.
Factors Associated with Community Adjustment of Young Adults with Serious Emotional Disturbance
Authors: Armstrong Kathleen H. , Dedrick Robert F. , Greenbaum Paul E.
Published: May 2008

Rates of change in strength- and deficit-based behaviors in relation to community adjustment were examined for 292 participants in the 7-year longitudinal National Adolescent and Child Treatment Study (NACTS; Greenbaum et al., 1996) as they transitioned from adolescence to the adult world. Scores from 6 domains including education, employment, residence, social support network, self-reported and caretaker-reported satisfaction were combined to form the Index of Community Adjustment (ICA). Participants with higher social-adaptive behavior upon entry into NACTS and whose social-adaptive behavior improved over time attained higher ICA scores.These results underscore the need to provide comprehensive and integrated services that promote development of social-adaptive skills associated with successful transition to adulthood for individuals with emotional challenges.
The Role of Caregiver Strain and Other Family Variables in Determining Children's Use of Mental Health Services
Authors: Brannan Ana María , Heflinger Craig Anne , Foster E. Michael
Published: May 2008

This study used a prominent model of family stress and coping to examine whether caregiver and family variables predicted child mental health service utilization patterns, holding constant the child clinical and demographic variables.We were especially interested in the impact of caregiver strain on children's use of mental health services. We found caregiver strain to be associated with the combination of services used, sequencing of services, gaps in care, and cost of services. Other family variables that predicted children's service use included material resources, life events, and family functioning. Child clinical variables improved the explanatory power of the models considerably. When all other variables were included in the model, child's age was the only demographic variable that predicted service use patterns.
An Experimental Study of the Effectiveness of Intensive In-Home Crisis Services for Children and Their Families
Authors: Evans Mary E. , Boothroyd Roger A. , Armstrong Mary I. , Greenbaum Paul E. , Brown Eric C. , Kuppinger Anne D.
Published: May 2008

In this article, we describe the outcomes associated with a 3-year research demonstration project. It is the second of a two-part article concerned with this research conducted in the Bronx, New York, to examine the efficacy of three models of intensive in-home services—Home-Based Crisis Intervention (HBCI), Enhanced Home-Based Crisis Intervention (HBCI+),and Crisis Case Management—as alternatives to hospitalization for children experiencing a psychiatric crisis. In Part I (Evans, Boothroyd, & Armstrong, 1997), we described the features of the three program models, the research design, data collection measures, and the presenting characteristics of the children and families. In Part 2, we describe the success of maintaining children at home (82%) and the increases in family adaptability, children's self-concept, and parental self-efficacy both at discharge and at 6 months postdischarge. Enrollees in two of the models (HBCI and HBCI+) experienced a significant increase in family cohesion,although this was not maintained at 6 months postdischarge. While enrollees in the enhanced program showed significant increase in social support at discharge, all enrollees experienced this at 6 months postdischarge.
Family Protective Factors and Behavioral Outcome
Authors: Jackson Yo , Sifers Sarah K. , Warren Jared S. , Velasquez Dori
Published: May 2008

In this study we examined the relation among family life events, appraisal, and family protective factors in predicting behavioral outcome in 260 school-age children. Hierarchical analyses were conducted using appraisal-based calculations of family events and ratings on three potential family protective factors: family relations, personal growth, and systems maintenance.The results indicated several main effects for personal growth experiences, the negatively appraised, and the positively appraised family stress scores on adaptive behavior. In addition, two significant interactions were found among negatively endorsed family events and personal growth experiences, positive family relationships, and internalizing behavior. The forms of these interactions indicate that personal growth and family relationships appear to increase internalizing behavior as negatively endorsed family stress events increase.The contextual role of potential family protective factors and the influence of differential appraisal are discussed.
Treating Conduct Problems and Strengthening Social and Emotional Competence in Young Children
Authors: Webster-Stratton Carolyn , Reid M. Jamila
Published: May 2008

Young preschool and early-school-age children with early onset conduct problems are at high risk for school dropout, substance abuse, violence, and delinquency in later years. Consequently, developing treatment strategies for reducing conduct problems when aggression is in its more malleable form prior to age 8, and thus interrupting its progression, is of considerable benefit to families and society. This article describes a treatment program—the Dina Dinosaur Social, Emotional and Problem Solving Child Training Program—that was designed specifically with developmentally appropriate teaching methods for young children (ages 4 to 8 years) and based on theory related to the types of social, emotional, and cognitive deficits or excesses exhibited by children with conduct problems.The program emphasizes training children in skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, school rules, and how to be successful at school. Emphasis is placed on ways to promote cross-setting generalization of the behaviors that are taught by involving parents and teachers in the treatment. A review of two randomized trials with this treatment approach and long-term results are provided.
Carrying a Weapon to School and Perceptions of Social Support in an Urban Middle School
Authors: Kerres Malecki Christine , Kilpatrick Demaray Michelle
Published: May 2008

Perceived social support is a protective or risk factor that is consistently cited in the school violence and weapon possession literature; however, few empirical studies to date have thoroughly examined the relationships among social support variables and school violence or weapon possession. In the present study, two broad research objectives were pursued: (a) to examine perceptions of social support by students who carry weapons and (b) to assess potential predictors, including social support, of carrying a weapon to school. Data were collected for 461 students from an urban Illinois middle school. A survey packet was given to students that contained two rating scales: The Child and Adolescent Social Support Scale—Revised Edition (CASSS; Malecki, Demaray, & Elliott, 2000) and an untitled survey developed by a community agency to address health and safety issues at the school. Students who reported carrying weapons to school reported less overall or total perceived social support than did their peers who did not carry weapons. In addition, the former reported significantly less perceived social support from all sources—parents, teachers, classmates, close friends, and the school. Another finding was that in addition to other commonly cited and researched risk factors (e.g., drug use, alcohol use), individual social support from parents, teachers, classmates, and close friends also was a significant predictor of weapon carrying in school. Study results and implications are discussed.
Aggressive Attitudes Predict Aggressive Behavior in Middle School Students
Authors: Mcconville David W. , Cornell Dewey G.
Published: May 2008

This prospective study found that self-reported attitudes toward peer aggression among 403 middle school students were both internally consistent (Cronbach's alphas = .81 and .82) and stable over time (7-month test—retest r = .66). Most notably, aggressive attitudes were correlated with 4 outcome criteria for aggressive behavior: student self-report of peer aggression, peer and teacher nominations of bullying, and school discipline referrals. Significant correlations ranged from .09 to .37. Receiver operating characteristic analyses resulted in effect sizes ranging from .59 to .75. Overall, this study demonstrates that assessment of student attitudes toward aggression yields concurrent and predictive information related to a range of aggressive and disruptive behaviors in middle school.
Research on the Academic Status of Children with Emotional and Behavioral Disorders
Authors: Trout Alexandra L. , Nordness Philip D. , Pierce Corey D. , Epstein Michael H.
Published: May 2008

This review conducted a comprehensive examination of the current state of the literature on the academic status of students with emotional and behavioral disorders (EBD). The authors examined the literature to assess (a) student characteristics, (b) placement settings, (c) academic subject areas, and (d) measures used to assess academic achievement. Second, when possible, the functioning level of students was examined.Third, trends in the research over the past 4 decades were assessed. Although several investigators have researched the academic status of these students, significant limitations exist in the research, including incomplete reporting of student information, inadequate research on specific academic skill sets, and limited numbers of studies assessing students served in general education settings. Implications of the findings are discussed.
Curriculum Influences on Growth in Early Reading Fluency for Students with Academic and Behavioral Risks
Authors: Kamps Debra M. , Wills Howard P. , Greenwood Charles R. , Thorne Stephanie , Lazo Junelyn F. , Crockett Jennifer L. , McGonigle Akers Judy , Swaggart Brenda L.
Published: May 2008

This study applied an early screening approach to determine the risk status of children in five urban schools and monitor their patterns of reading growth over 3 years. A majority of students were from culturally diverse and low-SES backgrounds.Two validated instruments were used for determining (a) academic risk (the Dynamic Indicators of Basic Early Literacy Skills [DIBELS]; Good et al., 1998) and (b) behavioral risk ( Systematic Screening for Behavior Disorders [SSBD]; Walker & Severson, 1992, or Early Screening Project; Walker, Severson, & Feil, 1995). DIBELS data for 383 students were used to determine the characteristics and effectiveness of reading curriculum reforms for students in kindergarten through second grade. Results indicated that students with a single risk factor (academic or behavioral) progressed more slowly than the general population in the participating schools.The students with behavioral risks, however, made better progress, becoming more fluent readers than the students with academic risks. Students with both academic and behavioral risks made the least progress. The Reading Mastery curriculum (Reading Mastery, 1995) produced better growth in reading fluency than did Success for All (Success for All, 1999) or the literature-based curriculum. It also produced better growth for students with academic, behavioral, or both risk factors.The Success for All curriculum produced less growth compared to the Reading Mastery curriculum but was superior to the literature-based curriculum. Implications are discussed.
The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders
Authors: Wehby Joseph H. , Falk Katherine B. , Barton-Arwood Sally , Lane Kathleen L. , Cooley Cristy
Published: May 2008

The reading difficulties of children with emotional and behavioral disorders (EBD) have been well documented. In addition, it has been noted that reading difficulties are frequently correlated with antisocial behavior. Unfortunately, there is little empirical evidence regarding the effectiveness of comprehensive reading interventions with this population of children.This study examined the effectiveness of a modified version of the Open Court Reading curriculum (Adams etal.,2000) combined with Peer-Assisted Learning Strategies (PALS) with 2 groups of children with EBD. Results show moderate gains in reading achievement for individuals in each group in the areas of nonsense word fluency, sound naming, blending, and segmenting. However, improvement in standardized scores was not observed. In addition, an impact on observed problem behavior was not observed. Findings suggest that this combined approach may be promising in improving the reading achievement of students with EBD. Limitations and direction for future research are discussed.
Covariates of Self-Efficacy
Authors: Reich Stephanie , Bickman Leonard , Heflinger Craig Anne
Published: May 2008

Increasingly, professionals are recognizing the need to involve parents and other caregivers in the mental health treatment of children. However, parents and caregivers may not feel efficacious when participating in mental health care. Self-efficacy is a mechanism of human agency that describes people's beliefs about their capabilities to exercise control over events that affect their lives. The authors of this study investigated the relationship between individual caregiver characteristics and mental health service self-efficacy. Using secondary analysis of the data collected in the Vanderbilt Family Empowerment Project, the authors assessed the relationship between self-efficacy and caregivers' attitudes, knowledge,skills, and resources across time. Findings from a hierarchical linear modeling analysis suggest that mental health—specific attitudes, knowledge, and perceived social support are related to self-efficacy, with attitudes toward the caregiver—professional collaboration having the strongest relationship. Although it is descriptive, this study is a first step toward identifying caregiver characteristics that are related to self-efficacy in the area of children's mental health services. Implications for future research are discussed.
Race/Ethnicity and Inter-Informant Agreement in Assessing Adolescent Psychopathology
Authors: Lau Anna S. , Garland Ann F. , Yeh May , Mccabe Kristen M. , Wood Patricia A. , Hough Richard L.
Published: May 2008

The authors examined the influence of race/ethnicity on patterns of ratings of adolescent psychopathology completed by adolescents, parents, and teachers in a sample of 600 adolescents. Robust racial/ethnic differences in behavior problems emerged with parent and teacher reports, but not with adolescent self-reports. Discrepancy scores revealed that minority parents reported fewer behavior problems than did youth. Such findings have important implications for treatment seeking, as parents are often the initiators of service use for youth. Compared to other informants, teachers reported fewer internalizing problems among minority adolescents in general, fewer externalizing problems in Asian/Pacific Islanders,and more externalizing problems for African Americans. These findings are consistent with a number of explanations, including cultural differences in adult distress thresholds, racial/ ethnic bias among teachers, and cultural differences in symptom expression.
Characteristics of Emotional Disturbance in Middle and High School Students
Authors: Cullinan Douglas , Sabornie Edward J.
Published: May 2008

The authors investigated the five eligibility characteristics of the federal education disability emotional disturbance (ED): inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical symptoms or fears. Participants were 1,210 middle or high school level students with or without ED, of three different racial/ethnic statuses and both genders. Category main effects confirmed that adolescents with ED exceed those without ED on the five characteristics; interaction effects revealed nuances. For relationship problems, students with ED exceeded peers without ED at both school levels, but for unhappiness or depression and physical symptoms or fears, only middle school students with ED had higher scores than their peers.Among students with ED, European Americans exhibited greater physical symptoms or fears than did African Americans but not Hispanics. On relationship problems, there were category-by-gender patterns unique to each race-ethnic group. Results address race and ethnicity in ED identification decisions, indicate additional data needed on students with ED, and suggest research directions.