bluuebunny/crossref_metadata_2025 huggingface dataset:
The Use of Functional Communication Training without Additional Treatment Procedures in an Inclusive School Setting
Authors: Casey Sean D. , Merical Cheryl L.
Published: March 2018

Functional communication training (FCT) is an intervention frequently used for students with developmental disabilities to reduce problematic behaviors and to increase prosocial behaviors. This intervention appears to be very effective when the communication responses trained are matched to the function of the student's problematic behaviors. In most cases, however, FCT is implemented as part of an intervention package. As a result, there is little research showing FCT to be effective without additional treatment components. In this investigation, the results of a brief functional analysis conducted with a student with autism in an inclusive school setting revealed that the student's self-injury served as a negative reinforcement function. We used a multiple baseline design across classrooms to evaluate the effects of FCT in the absence of augmentative procedures. The results of this study indicate that ameliorating the student's self-injury occurred with implementing the FCT procedure in isolation, providing growing support for using FCT without augmentative procedures.
The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders
Authors: Trussell Robert P. , Lewis Timothy J. , Stichter Janine P.
Published: March 2018

The purpose of this study was to examine the impact of both functional behavior assessment-based interventions and targeted classroom interventions for reducing problem behaviors of children with emotional/behavioral disorders (EBD) in special education classrooms. Specifically, this study was interested in how interventions based on changes in classroom routines and instructional behaviors compared with interventions based on functional behavior assessment. Results demonstrated the effectiveness of incorporating effective classroom practices in reducing problem behaviors in special education classrooms for students with EBD. In addition, results demonstrated a clear additive effect when individually designed behavior interventions, based on functional behavior assessments, were incorporated following classroom intervention. Results confirm the importance of analyzing and manipulating environmental and instructional classroom variables as an essential step in the process of addressing problem behavior. Implications for practice and future research are discussed.
The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners
Authors: Fowler Laura T. Sanchez , Banks Tachelle I. , Anhalt Karla , Der Heidi Hinrichs , Kalis Tara
Published: March 2018

The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American. Teachers were 47.4% African American. Results indicated that the level of externalizing and prosocial behaviors demonstrated by students in kindergarten through third grade significantly influenced the student-teacher relationship quality as measured by the Student-Teacher Relationship Survey-short form. Teacher perceptions of students’ externalizing and prosocial behaviors were influenced, in part, by teacher race. Teacher-student relationship quality had a clinically significant effect on teacher academic ratings of children. Although not conclusive, results seem to indicate a link between externalizing behavior problems and poor student-teacher relationship ratings. Poor student-teacher relationship quality, in turn, is associated with lower academic ratings. Further investigation using larger sample sizes that allow more sophisticated analyses are needed.
The Medical Model to Block Eligibility for Students with EBD: A Response-to-Intervention Alternative
Authors: Maag John W. , Katsiyannis Antonis
Published: March 2018

The main tenant of the Individuals with Disabilities Education Act (IDEA) reauthorization was improving student outcomes through the use of evidence-based interventions. A particularly interesting aspect that found its way into the legislation was the eligibility process. Current methods of eligibility identification for students with learning disabilities (LD) and emotional and behavioral disorders (EBD) were criticized as being invalid and resulting in overidentification. In the case of LD, a response-to-intervention (RTI) approach was adapted as one of the methods for determining eligibility. In the case of EBD (as well as LD), the recommendation was to use the medical model for making eligibility decisions (i.e., diagnosis by a physician). Although it did not become part of IDEA 2004, it will likely be reintroduced in the next reauthorization. The purpose of this article is to provide a critique of the medical model to make eligibility decisions and point out its potential paradoxical results. A model of RTI is then presented for making EBD eligibility decisions.
The Effects of Positive Verbal Reinforcement on the Time Spent outside the Classroom for Students with Emotional and Behavioral Disorders in a Residential Setting
Authors: Kennedy Christina , Jolivette Kristine
Published: March 2018

To more effectively instruct the entire class, teachers of students with emotional behavioral disorders (EBD) often choose to send students who display inappropriate behavior out of the room. A multiple baseline across settings was used to evaluate the effects of increasing teacher positive verbal reinforcement on the amount of time 2 students with EBD in a residential setting were spending outside of the classroom for separations or in-school suspension referrals. Results suggest that increasing positive verbal reinforcement decreased the amount of time students spent outside the classroom. Implications and future directions are provided.
Physical Restraint of Students with Behavior Disorders in Day Treatment and Residential Settings
Authors: Fogt Julie B. , George Michael P. , Kern Lee , White George P. , George Nancy L.
Published: March 2018

This study explored administrators’ attitudes about the use of physical restraint in their school settings. Administrators of day treatment and residential programs for elementary students with emotional and behavioral disorders in the Mid-Atlantic states were surveyed on their attitudes toward, and the use of, physical restraint within their programs. Results showed that the use of physical restraint varied widely, ranging from 0 to more than 3 instances per day. About one third of the sample reported between 1 to 3 physical restraints per week. School size was found to be positively correlated with number of restraints. In schools that used physical restraint, more than half employed basket holds and prone restraints, most commonly following physical aggression. Administrators were divided in their opinions about the therapeutic utility of physical restraint, although most stated it was needed to keep schools safe. Recommendations for future research in the area of physical restraint are presented.
Improving the Early Literacy Skills of Students at Risk for Internalizing or Externalizing Behaviors with Limited Reading Skills
Authors: Harris Pamela J. , Oakes Wendy Peia , Lane Kathleen Lynne , Rutherford Robert B.
Published: March 2018

Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess intervention effectiveness using weekly Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency probes and monthly Nonsense Word Fluency probes. Results indicated improvements in early literacy skills for all participants, and response to treatment did not vary by behavioral risk type. Both students with externalizing and internalizing behavioral challenges benefited. Social validity ratings were favorable. Limitations and future directions are discussed.
Concurrent Validity of Office Discipline Referrals and Cut Points Used in Schoolwide Positive Behavior Support
Authors: Mcintosh Kent , Campbell Amy L. , Carter Deborah Russell , Zumbo Bruno D.
Published: March 2018

Office discipline referrals (ODRs) are commonly used by school teams implementing schoolwide positive behavior support to indicate individual student need for additional behavior support. However, little is known about the technical adequacy of ODRs when used in this manner. In this study, the authors assessed (a) the concurrent validity of number of ODRs received with a contemporary standardized behavior rating scale (the BASC-2 Teacher Report Form) and (b) the validity of common cut points to determine level of support needed (i.e., 0 to 1, 2 to 5, and 6 or more ODRs). Results indicated strong correlations between ODRs and rating of externalizing behavior and statistically and clinically significant differences in behavior ratings based on existing ODR cut points, but there was no significant relation between ODRs and ratings of internalizing problems. Results are discussed in terms of recommended use of ODRs as a screening measure to indicate level of behavior support required.
The Participation and Performance of Students with Emotional and Behavioral Disorders in a State Accountability Assessment in Reading
Authors: Carr-George Catherine , Vannest Kimberly J. , Willson Victor , Davis John L.
Published: March 2018

This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance. Findings indicate that only 56% of students with EBD participate in statewide assessment. Only 44% of those met proficiency standards. Implications relate to classification of differences by subgrouping of students with EBD.
Comorbid Psychiatric Diagnoses in Preschoolers with Autism Spectrum Disorders
Authors: Hayashida Kristen , Anderson Bryan , Paparella Tanya , Freeman Stephanny F. N. , Forness Steven R.
Published: March 2018

Although comorbid or co-occurring psychiatric diagnoses such as attention deficit hyperactivity disorder, anxiety disorders, depression, and oppositional defiant or conduct disorders have been well studied in children or adolescents with autism spectrum disorders (ASDs), very little research is available on preschool samples. The current study involves 175 preschoolers with ASDs attending a day-treatment preschool for interdisciplinary services in a clinical psychiatric hospital. Two different diagnostic instruments were used not only to determine clinical cutoffs for the previously mentioned disorders but also to confirm ASDs diagnoses. Although most comorbid diagnoses were found at rates comparable to those found in previous studies, depression or dysthymia tended to be prevalent at much higher levels than expected. Practical implications of these findings are discussed.
Effective Instructional Practices in Juvenile Justice Facilities
Authors: Mathur Sarup R. , Schoenfeld Naomi
Published: March 2018

The majority of youths involved with the juvenile justice system struggle to make academic progress. This article reviews the characteristics of youths in these settings and highlights evidence-based instructional practices that are effective with struggling students, as well as practices that have been documented as successful in secure facilities. Implications regarding how these practices may be taught to facility teachers and security officers are presented, and suggestions for measuring the effects of such practices are offered.
Teachers’ Characteristics and Ratings for Evidence-Based Behavioral Interventions
Authors: Stormont Melissa , Reinke Wendy , Herman Keith
Published: March 2018

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers’ agreement ratings for evidence-based and nonevidence-based behavior management practices for children with emotional and behavior needs, and whether specific teacher characteristics (educational level, amount of education and training using behavioral interventions, and position as a special or general educator) yielded differences in ratings. A survey was developed based on an extensive review of the literature in this area. The survey questions that were the main focus for this study were taken from an Institute for Educational Sciences practice guide. A total of 363 teachers of early childhood and elementary-age students served as participants. Overall, special educators had higher ratings for evidence-based practices and lower ratings for nonevidence-based practices than general educators’ ratings. Special educators also reported more confidence in their interventions. Graduate level of education was associated with lower ratings for nonevidence-based practices than undergraduate level. Teacher-rated level of training and education implementing behavior interventions was not associated with agreement with evidence or nonevidence-based practices. These findings are discussed.
Bullying and Students with Disabilities: Legal and Practice Considerations
Authors: Maag John W. , Katsiyannis Antonis
Published: March 2018

Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools being held more accountable for bullying that may involve discriminatory practices based on disability. Students who have some obvious physical or cognitive disability are at greater risk for being bullied. When they retaliate, they are often considered bully-victims when, in reality, they are only trying to protect themselves in a manner consistent with their oftentimes limited skills. Students with emotional or behavioral disorders (EBD) are at particular risk for displaying bully-victim characteristics. The first purpose of this article is to describe legislative mandates and relevant litigation on bullying and harassment so that schools are better positioned to react appropriately and swiftly when bullying involving students with disabilities occurs. The second purpose is to describe evidence-based practices schools can implement for preventing bullying and responding to it appropriately.
Training General Educators to Increase Behavior-Specific Praise: Effects on Students with EBD
Authors: Allday R. Allan , Hinkson-Lee Kim , Hudson Tina , Neilsen-Gatti Shelley , Kleinke Andrew , Russel Caroline S.
Published: March 2018

Students identified with or at risk for Emotional/Behavioral Disabilities (EBD) are being included in the general education classroom with teachers who have little training or exposure to characteristics of and interventions for students with EBD. In this study, we used a simple professional development intervention to train teachers to better use behavior-specific praise (BSP) in their classroom. A modified multiple baseline design was conducted across four teachers and seven students. Three students were identified with EBD and four were considered at risk for EBD. The goal of the study was to increase the rate of BSP delivered to all students in the classroom and determine the effects of increased BSP on students with or at risk for EBD. Results of the study show that, following the teacher training, teachers increased BSP and target students increased their task engagement. In addition to increases in BSP, the use of corrective statements decreased following the training.
Risk and Protective Factors Associated with the Bullying Involvement of Students with Emotional and Behavioral Disorders
Authors: Rose Chad A. , Espelage Dorothy L.
Published: March 2018

Bullying has been recognized as a dynamic process, where involvement is based on interactions between an individual and the social-ecological factors related to the individual's environment. While involvement in bullying is not exclusive to one population of students, evidence suggests that students with disabilities are overrepresented within the bullying dynamic. However, few empirical studies have explored subgroup differences among this population of students. The current study examined rates of bullying involvement and the intersection of individual attributes among middle school students (n = 163) identified with specific disabilities and their peers without disabilities (n = 163). As hypothesized, students with emotional and behavioral disorders (EBD) engaged in significantly higher levels of bullying and fighting than other subgroups of students. Additionally, higher levels of anger predicted higher levels of bully perpetration for students with EBD, where higher levels of victimization predicted higher levels of bully perpetration for students with disabilities other than EBD. These findings demonstrate the importance of recognizing the influence of the characteristic differences between subgroups of students with disabilities, and the unique influence these characteristics may have on student involvement within the bullying dynamic.
Who is Writing? Author Affiliation across Peer-Reviewed Journals of Emotional or Behavioral Disorders, 2000–2011
Authors: Schoenfeld Naomi A. , Janney Donna M. , Rekart Jerome L.
Published: March 2018

The importance of practitioner participation in identifying and maintaining use of best educational practice is well established; however, little is known about the ways in which practitioners contribute to the development and dissemination of those practices within the field of emotional or behavioral disorders (EBD). This review examines patterns of authorship affiliation across journals with a primary audience of direct service providers working with students with EBD published from January 2000 through December 2010. Authors associated with institutions of higher education represented 79.8% (n = 2590) of affiliations, with practitioners comprising only 5.1% (n = 164) of all listed affiliations. Practitioners were most likely to be authors or coauthors on informative articles or reports. The implications of these findings for policy and practice are discussed.
The Effects of a Clinical Prevention Program on Bullying, Victimization, and Attitudes toward School of Elementary School Students
Authors: Tsiantis Alkis Constantine J. , Beratis Ion N. , Syngelaki Eva M. , Stefanakou Anna , Asimopoulos Charisios , Sideridis Georgios D. , Tsiantis John
Published: March 2018

The purpose of the present study was to evaluate a bullying prevention program that involved eleven 90-minute, highly structured workshops conducted at the classroom level on a weekly basis. The intervention aimed to increase student awareness of bullying and its impact, increase empathy toward victims, and enhance positive attitudes toward school and academic achievement. Participants were 666 students who were selected from 20 elementary schools using stratified random-sampling procedures from a large metropolitan area of southern Greece. Students were randomly assigned to experimental and control groups and were provided measures of bullying and victimization behaviors at pretest and posttest (Olweus, 1996). Results indicated that there were statistically significant decreases in bullying and victimization behaviors from pretest to posttest. Specifically, victimization rates in the experimental group were reduced from pretest to posttest by 55.4%. The respective decreases in the control group were 23.3%. Similarly, bullying rates decreased by 55.6% at posttest compared with pretest in the experimental group, and the combined type decreased by 66.7%. Furthermore, a latent class analysis provided qualitative means on the specific categories in which decreases of negative behaviors were observed. Additional positive effects were observed with increases in positive attitudes toward school (school liking). We conclude that the current prevention program effectively reduced bullying and victimization in the elementary schools in Greece and holds promise for influencing the overall school experience.
A Review of Self-Regulated Strategy Development for Writing for Students with EBD
Authors: Sreckovic Melissa A. , Common Eric A. , Knowles Meagan M. , Lane Kathleen Lynne
Published: March 2018

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n = 13) by applying the quality indicators for single case (Horner et al., 2005) and for group (Gersten et al., 2005) design research. Second, we assessed whether SRSD for writing met the standards as an evidence-based practice for students with or at risk for EBD. All articles met 80% or more of the quality indicators (weighted coding range: 6.17–7.00 for single case design; 3.5–4.0 for group design). Results suggested SRSD for writing met standards as an evidence-based practice for this population. The need for future research and implications for practitioners are posed. Limitations and directions for future inquiry are addressed.
Teacher Perceptions of the Usability of School-Based Behavior Assessments
Authors: Miller Faith G. , Chafouleas Sandra M. , Riley-Tillman T. Chris , Fabiano Gregory A.
Published: March 2018

Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings–Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System–Performance Screening Guide and the Behavioral and Emotional Screening System–Teacher Form, were examined. Participants included 65 teachers who completed the Usage Rating Profile-Assessment on each measure after three assessment periods (fall, winter, and spring). Results indicated that although overall usability ratings did not differ, factor scores differed as a function of both measure and assessment period. Implications for practice and directions for future research are discussed.
Increasing Reliability of Direct Observation Measurement Approaches in Emotional and/or Behavioral Disorders Research Using Generalizability Theory
Authors: Gage Nicholas A. , Prykanowski Debra , Hirn Regina
Published: March 2018

Reliability of direct observation outcomes ensures the results are consistent, dependable, and trustworthy. Typically, reliability of direct observation measurement approaches is assessed using interobserver agreement (IOA) and the calculation of observer agreement (e.g., percentage of agreement). However, IOA does not address intraobserver agreement, or the withinrater agreement, analogues to internal consistency. One approach to assess both IOA and intraobserver agreement is generalizability theory. This paper describes generalizability theory and provides a case study example of using generalizability theory with direct observation measures in emotional and/or behavioral disorders research.
A Systematic Review of the Evidence Base for Instructional Choice in K–12 Settings
Authors: Royer David J. , Lane Kathleen Lynne , Cantwell Emily D. , Messenger Mallory L.
Published: March 2018

We conducted this systematic literature review to explore the current evidence base of instructional choice, a low-intensity, teacher-delivered strategy to support academic engagement and decrease challenging behaviors. Specifically, we focused on school-based settings, applying quality indicators (QIs) and evidence-based standards of the Council for Exceptional Children (CEC). Included articles met five criteria: (a) independent variables included instructional choice; (b) dependent variables included behavior (e.g., disruptive behavior, problem behavior, aggression), time on task/academic engaged time, and/or academic performance (e.g., task initiation, completion, accuracy, fluency); (c) interventions occurred with school-age students in traditional school settings; (d) the study followed an experimental design; and (e) the article was published in English in a refereed journal. Twenty-five articles (26 studies) from 13 journals met inclusion criteria. Findings indicated providing students instructional choices increased desired academic behavior while decreasing instances of disruptive behavior. Of the 26 studies, three met all QIs, with nine additional studies addressing 80% or more. Due to small participant numbers, effect sizes, and other factors in these studies, we classified instructional choice into the CEC evidence-based category of insufficient evidence. We conclude with a discussion of limitations and directions for future inquiry.
Student Internalizing and Externalizing Behavior Screeners: Evidence for Reliability, Validity, and Usability in Elementary Schools
Authors: Hartman Kelsey , Gresham Frank M. , Byrd Shelby
Published: March 2018

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the technical adequacy and usability of two universal screening measures, the Student Internalizing Behavior Screener (SIBS) and the Student Externalizing Behavior Screener (SEBS). Findings provided evidence for the reliability, concurrent validity, short-term predictive validity, and usability of the SIBS and SEBS in a sample of 154 elementary school students and their teachers. As a secondary focus, the technical adequacy and usability of the SIBS and SEBS was compared with that of two well-researched universal behavioral screening measures ( Behavioral and Emotional Screening System and Social Skills Improvement System–Performance Screening Guide). Results indicated that the SIBS and SEBS as a combined measure performed similar to the criterion screening measures.
Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention Across Middle School Settings
Authors: Bruhn Allison Leigh , Woods-Groves Suzanne , Fernando Josephine , Choi Taehoon , Troughton Leonard
Published: March 2018

Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as at risk for failure and needing immediate intervention. Results of the multiple baseline design across settings indicated the intervention was highly effective for one student and moderately effective for another. The third student required more intense support than offered in Tier 2. Issues of matching students to Tier 2 intervention based on multiple data sources, the alignment of technology-based self-monitoring with key features of Tier 2, limitations of the study, recommendations for future research, and implications for practice are discussed.
Toward an Acceptable Definition of Emotional Disturbance: Waiting for the Change
Authors: Algozzine Bob
Published: March 2018

This is a quiet rant. A request to revisit an article reprinted in this issue prompted it and I focus on context and purpose of the original article, lack of developments in the field since the article was published, and favored directions to take in the future related to the focus of the original work.
The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School
Authors: Gage Nicholas A. , Scott Terrance , Hirn Regina , MacSuga-Gage Ashley S.
Published: March 2018

Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.
Republication of “Acceptability of Behavioral lnterventions Used in Classrooms: The Influence of Amount of Teacher Time, Severity of Behavior Problem, and Type of Intervention”
Authors: Witt Joseph C. , Elliott Stephen N. , Martens B. K.
Published: March 2018

This article explored factors related to teacher judgments that an intervention is either acceptable or unacceptable for use in typical classroom environments. The acceptability of various interventions was assessed by having 180 preservice and student teachers read case studies involving a classroom intervention and then judging the acceptability of the intervention according to five factors — whether the intervention was considered generally acceptable, whether it posed undue risk to the child, whether it required excessive teacher time, whether it had negative effects on nontarget children, and whether it required such high levels of teacher skill that the typical teacher could not implement it. The major outcomes of the study included: (a) the determination that acceptability of a classroom intervention is not a unitary concept, rather it embodies five components; (b) the construction of a reliable instrument for assessing the acceptability of classroom interventions; and(c) the finding that various interventions differ markedly in their acceptability. Results are discussed in terms of relevance to developing interventions that are effective and yet can be utilized by regular classroom teachers.
Perspectives on Functional (Behavioral) Assessment
Authors: Dunlap Glen , Kern Lee
Published: March 2018

In the 25 years since the publication of the article reprinted in this issue of Behavioral Disorders, a tremendous amount of research and opinion has been published on the topics of functional analysis, functional assessment, and assessment-based interventions. In this commentary, we reflect on the context in which our original work was conducted and briefly consider changes that have occurred and challenges that remain.
Developmental Assessment as a Basis for Planning Educational Programs for Autistic Children
Authors: Marcus Lee M.
Published: March 2018

Although educational strategies and management systems have been developed and reported for working with autistic children, the utilization of assessment data to plan individualized programs has not been given much consideration. This paper describes an instrument (the Psychoeducational Profile) that provides a comprehensive evaluation of developmental functioning and behavior. The importance of integrating information about the child's unique learning characteristics with measured skill levels is emphasized. Factors involved in programming from assessment data are considered, including the understanding of the child's abilities, selection of realistic goals and methods and anticipation of potential management problems. Two case studies are presented to demonstrate the process of developing a teaching program based on information derived from the PEP. It is concluded that viewing the autistic child as developmentally disabled with specifiable handicaps and determining a starting point for educational goals from a comprehensive assessment can reduce initial uncertainty and confusion and provide a framework for ongoing education.
Juvenile Delinquency: The Canadian Perspective
Authors: Crealock Carol
Published: March 2018

This paper describes the current state of juvenile delinquency in Canada. Recent statistics indicate that approximately one percent of Canadian youth are apprehended by the law for involvement in delinquent activities. Three percent of these are placed in training schools where each province spends considerable money and effort to provide good residential programs. The majority of the youths who are apprehended, however, are let go without penalty so the present thrust across the country is to involve the larger community in diversion, education and probation programs.
Personnel Preparation and Implementation of Services for Severely Disturbed Children in the United States
Authors: Morgan Sharon R.
Published: March 2018

The results of a nationwide (United States) survey of state education agencies and special education training programs on the effectiveness of delivering educational services to severely emotionally disturbed children are reported in this article. Also, an analysis of new changes in guidelines for the certification of teachers of the emotionally disturbed is reported.
Pennsylvania Youth Services System: A Review and Endorsement
Authors: Truckenmiller James L. , Skok Joseph A. , P. Lennon William
Published: March 2018

A closer look of the Youth Services System in Pennsylvania reveals specific change in delivery of services over the past year. Results of youth needs surveys are reported in this article. Specifications of a national model for youth development also is discussed.
Toward an Acceptable Definition of Emotional Disturbance
Authors: Algozzine Bob , Schmid Rex , Conners Bob
Published: March 2018

Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of emotional disturbance. The State of Florida has adopted a definition for emotionally handicapped children which has potential for operationalization. That definition and its components as well as a discussion of implications relative to its use are presented here.
Our Needs and other Ecological Concerns: A Teacher's Personal View of Work with “Secondary School-Aged Seriously Emotionally Disturbed Children”
Authors: Bell Jon P.
Published: March 2018

In this article, a teacher of adolescents with severe adjustment problems reflects on his vocation. The author describes programs in which he has worked, and skills important to successful teaching in them. Also discussed are those training experiences which in retrospect stand out as having been most worthwhile in preparing the author to be a teacher of emotionally disturbed youth. In a final section, he makes some brief observations on various aspects of special education for adolescents with severe behavior disorders.
The Mentally III Adolescent Special Education-Career Education
Authors: Black Anne M. , Black Bertram J.
Published: March 2018

One of the most frustrating experiences for a teacher of the emotionally disturbed is to see an adolescent become too old to continue in the educational program specially designed for such children. This article explores alternative educational settings other than institutional placement.
Mark Twain School: A Therapeutic Educational Environment for Emotionally Disturbed Students
Authors: Laneve Ronald S.
Published: March 2018

The author is the principal of the Mark Twain School in Montgomery County, Maryland. In his paper, he describes the school's program for emotionally disturbed youth of secondary school age. The role of the teacher-advisor in that program is discussed along with desirable characteristics of persons fulfilling that role. The author outlines what he sees as important concerns in the pre- and in-service training of teachers for emotionally disturbed youth in secondary school programs.
The Institution Special Education Program: A Working Program and its Message to Teacher Training
Authors: Rezmierski Virginia , Rezmierski Leonard
Published: March 2018

The Institution Special Education Program (ISEP) of the Northville (Michigan) Public Schools provides educational services for approximately 750 handicapped children and young adults from two major residential institutions. Of these students approximately 575 are between the ages of 14 and 26. In this article, the authors describe the ISEP and comment on some of the difficulties facing teachers of handicapped students at the secondary level. In a final section they discuss the implications of these problems for teacher selection and training.
The Use of a Relaxation Curriculum and Biofeedback Training in the Classroom to Reduce Inappropriate Behaviors of Emotionally Handicapped Children
Authors: Walton Wilbur T.
Published: March 2018

This study assesses the effect of a relaxation curriculum including biofeedback training upon inappropriate behaviors of five severely emotionally handicapped boys aged 12 through 14. The five boys were assigned to a self-contained classroom for emotionally handicapped children in the Alpine School District in Orem, Utah, during the 1977–78 school year. The children involved were placed on a program of relaxation and biofeedback training over a 16-week period. Three times a week, under the direction of their teacher, the children were trained in relaxation procedures, including isometric exercises, autogenic training, and other mind-body relaxation techniques. Biofeedback therapy was conducted with each child once a week over the 16-week period using electromyographic training (EMG) procedures for muscle relaxation. A pre- and post-evaluation of each child's inappropriate classroom behaviors and level of muscle relaxation as measured by the electromyograph were obtained. Inappropriate behavior was reduced on the average by more than 50 percent in four of the five children. Muscle tension as measured by the electromyograph was significantly reduced. Implications of the study warrant further research into the use of relaxation therapy with larger populations of emotionally handicapped children.
Procedures for Analyzing Student Performance Data to Generate Hypotheses for the Purpose of Educational Decision Making
Authors: Stowitschek Carole E. , Lewis Beverly L. , Shores Richard E. , Ezzell Debbie L
Published: March 2018

Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. The planning strategy included analysis of error types and analysis of correct and error performance trends in the student's daily work. Daily interviews were conducted to determine which planning strategies were being employed by the teacher-counselors. Student academic performance was concurrently assessed by daily scoring of the student's mathematics worksheet. Intervention with the teachers was staggered to produce a multiple baseline design. Results were that four of the five students showed significant gains in academic performance in mathematics when teachers consistently used the planning strategy.
The Effects of Life Space Interviewing on Academic and Social Performance of Behaviorally Disordered Children
Authors: Demagistris Robert J. , Imber Steve C.
Published: March 2018

This study explores the effects of Redl's Life Space Interview on academic and social behavior of residentially placed adolescent behaviorally disordered students. Eight boys with diverse maladaptive target behaviors were selected as subjects for this study. Baseline data was collected for each subject's target behavior as well as his academic performance in reading and mathematics. Clinical exploitation of life events served as the experimental intervention for six of the eight adolescents, while two of the students were utilized as a control measure. The results of this study clearly supported the use of the interview technique with these behaviorally disordered adolescents. Also discussed are the limitations of this study as well as implications for the use of the Life Space Interview in a variety of classroom settings.
Behavioral and Cognitive-Control Strategies in the Elimination of an 11-Year-Old Boy's Psychogenic Pain
Authors: Dollinger Stephen J. , Cotter Patrick D.
Published: March 2018

The present article describes a behavioral formulation and treatment in the case of an 11-year-old boy who developed intense leg and back pain subsequent to an athletic accident. Social reinforcement was provided for improved motor functions and reduced pain reports; and self-control strategies were used to counter the stigmatizing implications of the psychological diagnosis. Suggestions are offered for dealing with parental beliefs in the equation that “psychogenic symptom equals badness and stubborness.”
Games Analysis Treatment of Social Isolation in a Gender Disturbed Boy
Authors: Marlowe Mike
Published: March 2018

The effectiveness of a therapeutic motor development program in increasing motor development, sex-appropriate play patterns, and peer acceptance was investigated in a 10-year-old, gender-disturbed male child. The motor development program was based on the games analysis model.

Pretest-posttest and follow-up assessments of the child's peer status and sex-typed games choices indicated he had made gains in peer acceptance and in sex-appropriate play. Movement profile sheets indicated the child had progressed in the motor behaviors of striking, catching, and kicking. The results of the study are discussed with regard to developing patterns of play based on individually based activities.
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 8 to 9 and 12 to 13, but no differences were found for age levels 10 to 11 and 14 to 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.
How to Put the Consultant to Work in Consulting Teaching
Authors: Neel Richard S.
Published: March 2018

Three models, or approaches to consulting with teachers, are described in this article. In the “purchase” model, the classroom teacher orders a service which is delivered by the consulting professional. The doctor-patient model involves the consultant providing a diagnosis and a prescription for the problem experienced by the teacher. Both of these approaches present the consultant as a person whose expertise is necessary to solve a problem. On the other hand, the process consultation model emphasizes helping the teacher solve his or her own problems. General skill areas necessary for effective process consultation are discussed.
An Applied Behavior Analysis Research Primer for Behavioral Change Personnel
Authors: Koorland Mark A. , Westling David L.
Published: March 2018

Assistance for the consumer in understanding Applied Behavior Analysis (ABA) research strategies and technical aspects is provided. Various measures of behavior and reliability are discussed. Experimental strategies and variations of reversal and multiple baseline research designs are reviewed with particular attention given to experimental logic. It is felt if the consumer understands the principles guiding researchers, then accurate appraisal and useful applications of ABA research outcomes are likely.
Truancy Intervention with Behavior Disordered Adolescents
Authors: Schloss Patrick J. , Kane Merilyn Sue , Miller Sidney
Published: March 2018

This paper presents an approach to motivating school attendance for behaviorally disordered adolescents. The procedures described emphasize the careful assessment of the student's characteristics as well as conditions in the school and home which influence the likelihood that the adolescent will attend school. A multiple baseline across individuals experimental design was used to validate the motivational approach. Baseline and treatment data for three adolescents demonstrates a clear association between the attendance motivation program and increases in the percentage of days each week attended. Improvements in academic performance were also reported by the students' teachers.
Teacher Identification of Behavior Problems among Junior High School Students: A Preliminary Study
Authors: Boomer Lyman W. , King Tom R.
Published: March 2018

Factors associated with teacher identification of behavior problems among junior high school students were investigated. Teacher-student interactions were compared to examine the differences between students identified as emotionally disturbed and non-identified students. Results indicated there were significant differences between interaction profiles. These were in the areas of student attention-to-task and student scanning behavior while the teacher was instructing.
Seizure Disorders and Emotionally Disturbed Children and Youth: An Inservice Training Model
Authors: Yard George J. , Thurman Richard L.
Published: March 2018

The need for awareness and management of seizure disorders is a major problem for educators. This need may be more important for personnel who work with children classified as emotionally disturbed because one form of seizure disorder, psychomotor seizures, may easily be misinterpreted as recalcitrant behavior. Project SAFE (Seizure Assimilation For Educators) was designed as a pilot project to train education personnel in the various aspects of seizure management. The project training program, utilizing a pretest/posttest design, compared the knowledge levels of 33 educators on seizure disorders and their management. Results were found to be statistically significant, which indicated that teachers had little knowledge of seizure disorders and their management, and that Project SAFE was an effective educational model for mainstream inservice training.