bluuebunny/crossref_metadata_2025 huggingface dataset:
Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools
Authors: Schonert Kimberly A. , Cantor Gordon N.
Published: March 2018

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.
Teachers as Victims: An Interactional Analysis of the Teacher's Role in Educating Atypical Learners
Authors: Landrum Timothy J.
Published: March 2018

Research examining teachers' standards and tolerance is reviewed with respect to an interactional model of teacher-student relationships. Because interactional models suggest that participants in behavioral interchanges influence each other reciprocally, the implications of teacher characteristics research relative to the mainstreaming of difficult-to-teach students is considered. In particular, the application of coercion theory to the relationships between teachers and students suggests that, just as mothers are often victims in coercive relationships with their problem children, teachers may also become victims of their students and the systems that hold them responsible for educating atypical learners. Finally, the implications of emerging research on teacher characteristics are discussed in light of the increased attention that calls for reform have focused on issues surrounding the integration of handicapped students into regular education settings.
National Survey of Educational Programs for Adolescents with Serious Emotional Disturbance
Authors: Epstein Michael H. , Foley Regina M. , Cullinan Douglas
Published: March 2018

Despite an increasing national and local emphasis on special education for adolescents identified as seriously emotionally disturbed, little information is available on the nature of actual education programs operated for such students. This national survey sought data on key aspects of such educational offerings including some program demographics and teacher characteristics as well as program features. These aspects are summarized to provide an indication of what is being done in school programs. Implications are presented for teacher preparation and other needs related to a better understanding of programs for adolescents with serious emotional disturbance.
An Analysis of the Occupational Stress of Teachers of the Behaviorally Disordered: Sources, Effects, and Strategies for Coping
Authors: Pullis Michael
Published: March 2018

A sample of 244 teachers of the behaviorally disordered completed the Pullis Inventory of Teacher Stress, a questionnaire regarding the sources, effects, and methods of coping with occupational stress. These teachers reported that school/setting factors, career issues, and workload variables were perceived as more stressful than direct contact with behaviorally disordered students. They indicated that exhaustion, frustration, and negative carryover to life outside the classroom were the most frequent effects of occupational stress. A variety of personal strategies for dealing with stress and teachers' views of necessary assistance or support were examined. Implications for teacher preparation and career support are discussed.
A Component Analysis of Self-Management Training with Behaviorally Disordered Youth
Authors: Digangi Samuel A. , Maag John W.
Published: March 2018

The purpose of this study was to analyze the interaction effects among three components of self-management training: self-monitoring, self-evaluation/self-reinforcement, and self-instruction upon the appropriate and inappropriate verbal behaviors of three behaviorally disordered students. An extension of the A-B-A-B design was used to assess interaction effects. A combination of all three components and the combination of self-instruction and self-monitoring were the most effective treatments across all three subjects. Self-monitoring and self-evaluation/self-reinforcement, when employed as individual treatments, were least effective, while self-instruction was the most effective treatment when employed in isolation. Implications for research and practice are discussed.
Direct Observation of Adolescents with Serious Emotional Disturbance and Their Nonhandicapped Peers in Mainstream Vocational Education Classrooms
Authors: Denny R. Kenton , Epstein Michael H. , Rose Ernest
Published: March 2018

The purpose of the present study was to determine whether the behavior of students with serious emotional disturbance differs from that of their nonhandicapped peers in integrated vocational classrooms and to determine whether teachers instruct students with serious emotional disturbance differently than they do students with no handicaps. Eleven pairs of students and their teachers were observed in a variety of vocational settings. Overall, the behavior of the two student groups did not differ significantly, nor did the behavior of teachers differ towards the students. The results are discussed in terms of integrating students with serious emotional disturbance into mainstream vocational education classes.
Clinical Evaluation of the Variables associated with Treatment Acceptability and Their Relation to Compliance
Authors: Reimers Thomas M. , Wacker David P. , Cooper Linda J. , Deraad Agnes O.
Published: March 2018

The authors examined the acceptability ratings of positive reinforcement procedures recommended to parents seen in a pediatric behavior management outpatient clinic. Parental ratings of acceptability were obtained in the clinic and 1, 3, and 6 months following their initial clinic visit. Acceptability variables were examined by group (parents who rated the acceptability of treatments as high vs. low) and by severity (parents who rated their children's behavior problem as severe vs. mild). The relationship between these variables and reported compliance was also examined. Results show that the acceptability variables were useful in differentiating between parents who rated treatments to be more acceptable and parents who rated treatments to be less acceptable. Differences were also observed as a function of behavior problem severity. Significant correlations occurred between acceptability variables and compliance at each of the follow-up points. Results are discussed in relation to the clinical significance of these findings and the impetus they might serve for future research.
Sexual and Physical Abuse among Adolescents with Behavioral Disorders: Profiles and Implications
Authors: Miller Darcy
Published: March 2018

Sexual and physical abuse can have chronic and debilitating effects on adolescents. Very little is known about the prevalence and frequency of sexual and physical abuse among adolescents with behavioral disorders, yet this information would seem to be critical if appropriate educational programs for these adolescents are to be developed. The Student Questionnaire was sent to 82 adolescents with behavioral disorders and 70 adolescents without disabilities to solicit information on the prevalence, frequency, and conditions associated with sexual and physical abuse among these adolescents. There were significant differences between the adolescents with behavioral disorders and the adolescents without disabilities in the prevalence, frequency, and conditions of sexual and physical abuse. The prevalence of sexual abuse was highest among the adolescent females with behavioral disorders. While the adolescents with behavioral disorders reported higher frequencies of sexual and physical abuse than the adolescents without disabilities, the latter group also indicated problems in both of these areas. As a result of the study, educational recommendations are generated which address the needs demonstrated by the adolescents who have been sexually or physically abused.
Lessons from Policy Decisions: Politics and Services for Students with Emotional and Behavioral Disorders
Authors: Kozleski Elizabeth B. , Cessna Kay , Bechard Sue , Borock Jackie
Published: March 2018

The change in the label of significantly identifiable emotional/behavioral disorder to significantly identifiable emotional disorder did not result in a significant change in the numbers of students identified in this category. Policy implications of the decision process are discussed along with recommendations for more visibility in the policy area.
Checklist Identification of Elementary Schoolboys for Clinical Referral or Evaluation of Eligibility for Special Education
Authors: Mattison Richard E. , Lynch James C. , Kales Helen , Gamble Alan D.
Published: March 2018

Achenbach and Edelbrock teacher and parent checklists were used to develop a practical procedure to assist educators in determining if a boy with behavioral/emotional dysfunction in elementary school requires mental health referral or SED evaluation. SED, psychiatric outpatient, and general population Caucasian boys ages 6 to 11 years were compared. Appropriately, scores for the SED and the outpatient groups were pathological and significantly greater than scores for the general population group on both checklists, while SED scores were significantly higher than outpatient scores on the teacher checklist. Logistic regression analyses showed the Total Problem scales of both checklists to be the most efficient and economical scales for classification. Finally, probability tables were constructed to distinguish SED and outpatient boys from general population boys, and SED boys from outpatient boys.
Empathy and Social Relationships in Adolescents with Behavioral Disorders
Authors: Schonert-Reichl Kimberly A.
Published: March 2018

This study explored the relationship between empathy (defined here as a person's emotional responsiveness to the emotional experiences of another) and social competence in adolescents with behavioral disorders. Compared on empathy and several indices of social competence were 39 adolescent males with behavioral disorders and 39 of their age-matched peers without behavioral disorders in order to examine differences and interrelations among these variables within each group. Results indicate that adolescents with behavioral disorders reported lower levels of empathy, participated in fewer extracurricular activities, had less frequent contacts with friends, and had lower quality relationships than their peers without disabilities. The two groups did not differ in self-reported number of close friends. Among adolescents without behavioral disorders, higher empathy was significantly associated with better quality relationships, whereas no correlation between these two variables was evidenced among the adolescents with behavioral disorders. Intervention implications of the findings are discussed and suggestions for future research are put forth.
Investigation of a Multiple-Gated Screening System for Preschool Behavior Problems
Authors: Feil Edward G. , Becker Wesley C.
Published: March 2018

The problem of behavioral disorders in preschoolage children is ever increasing. With the exponential rise in the utilization of child care compounded by growing social problems such as poverty and child abuse, methods for the early identification and remediation of behavioral disorders in preschool children are needed. In the May 1993 issue of Behavioral Disorders, Sinclair, Del'Homme, and Gonzalez reported a pilot study using the Walker/Severson Systematic Screening for Behavior Disorders (SSBD) with preschool children. While their results were encouraging, they found that changes were needed to make the SSBD more appropriate for the preschool population. The present research extensively revised the SSBD for preschool children. The revision consists of three hierarchical stages of increasingly time-consuming methodologies: (a) teacher rankings, (b) teacher ratings, and (c) direct behavioral observations. Subjects for this study were 121 children, aged 3 to 6 years old, enrolled in several typical and specialized preschools (e.g., programs for children with behavior problems). The Behar Preschool Behavior Questionnaire and the Conners Teacher Rating Scale were included to examine concurrent validity. The results show significant reliability and validity coefficients. The screening procedures select those children with emotional/behavioral problems accurately.
The Regional Intervention Program: Family Treatment by Family Members
Authors: Timm Matthew A.
Published: March 2018

The Regional Intervention Program represents a pioneering approach to the delivery of community-based family-centered services. Parents of young children with behavioral disorders and/or developmental delays serve as primary therapists for their children, as principal trainers of other parents, and as daily operators of the service delivery system. Founded in 1969 in Nashville, Tennessee, the current Regional Intervention Program network is composed of 21 certified programs in 13 communities in the United States and Brazil. The conceptual framework that guided initial program design and selected elements of the program model are discussed.
School Behavior of First Grade Children Identified as At-Risk for Development of Conduct Problems
Authors:   The Conduct Disorders Prevention Research Group, Wehby Joseph H. , Dodge Kenneth A. , Valente Ernest
Published: March 2018

This paper describes the implementation of a direct observation procedure with first grade children identified as at-risk for the development of conduct disorders Children were identified as high-risk or low-risk at kindergarten using a three-stage screening process. Stage one consisted of identifying kindergarten classrooms located in schools with reportedly high rates of behavior problems; stage two used kindergarten teachers' reports of school readiness; and stage three involved parents' ratings of their children's behavior at home. Subjects were assessed 15 months later in the first grade during both structured and unstructured activities using behavioral observation and observers' impressions. Results of this study suggest that children identified as high-risk at kindergarten demonstrate difficulties one year later in their interactions with teachers and peers when compared to a low-risk group. Interpretation of results and future research in this area are presented.
The Link between Food Ingested and Problem Behavior: Fact or Fallacy?
Authors: Pescara-Kovach Lisa A. , Alexander Kristi
Published: March 2018

One prevailing conceptualization of negative behavior is that it can be linked to allergic food reactions. Early historical examinations of food dyes and additives claimed that a link was evident. However, recent research has since shown no connection between food additives and adversive behavior. Past and current research on the effects of foods ingested on hyperactivity and other negative behaviors is examined in this article. Methods for informing the public of the findings are discussed.
The Effects of Intertriai Interval Duration on Sight-Word Learning Rates in Children with Behavioral Disorders
Authors: Skinner Christopher H. , Smith Emily S. , Mclean James E.
Published: March 2018

An adapted alternating treatments design was used to compare the effects of two interventions on sight-word mastery rates in three elementary students with behavioral disorders and learning deficits. During both interventions, students were shown words and given 3 seconds to respond. Errors were corrected and accurate responses were reinforced. The only difference between the two interventions was the intertriai intervals (ITIs). Under the immediate ITI intervention, new words were presented immediately after the previous trial ended. Under the 5-second ITI intervention, after each learning trial ended the therapist waited 5 seconds before beginning the next trial. The results show that the interventions were equally effective in increasing sight-word reading accuracy. These results are discussed in terms of theories of pacing and learning rates.
Description and Evaluation of the Job Designs Project for Adolescents and Young Adults with Emotional or Behavioral Disorders
Authors: Bullis Michael , Fredericks H. D. Bud , Lehman Constance , Corbitt Kathleen Paris. Janet , Johnson Brian
Published: March 2018

This article describes the Job Designs Project, a 3-year model demonstration effort that provided vocational services to adolescents and young adults with emotional or behavioral disorders. Vocational trainers offered job placement, training, and support to the participants. Of the 58 participants, 46 (79%) secured competitive work and 17 of the 46 were placed in multiple job placements, resulting in a total of 78 competitive jobs. Of the 78 jobs, 51 (65%) ended successfully (e.g., the worker quit the job appropriately) and 27 (35%) ended unsuccessfully (e.g., termination or the worker quit inappropriately). A total of 17 (37%) workers were fired from jobs and 28 (61%) were fired or quit a job inappropriately. Correlational analyses revealed that four variables were associated with program success or failure: history of alcohol/substance abuse, history of running away from residential placements, use of alcohol/substances while in the program, and social problems with work supervisors and/or co-workers. Surveys of the employers who hired a worker from Job Designs indicated that they were favorably impressed with the project and its staff. Participants interviewed at exit from the program reported that, overall, they were satisfied with their own program experiences. Drawing from these results and experiences, suggestions are made for conducting effective vocational programs for this population and for future research.
Simple versus Complex Conduct Disorders: Identification and Phenomenology
Authors: Kerr Mary Margaret , Forness Steven R. , Kavale Kenneth A. , King Bryan H. , Kasari Connie
Published: March 2018

Children with conduct disorders are among the most frequent referrals for psychiatric or other mental health treatment; yet the diagnosis of conduct disorders is also frequently seen as a reason to exclude children or youth from special education and related mental health services. This article highlights the possibility that associated with conduct disorders or its symptoms may be a variety of other psychiatric disorders requiring very different interventions. Extrapolation of symptoms from classroom inattention or disruptive behavior and estimated prevalence are discussed.
The Use of a Warning Procedure to Signal a More Intrusive Timeout Contingency
Authors: Twyman Janet S. , Johnson Happy , Buie Jennifer D. , Nelson C. Michael
Published: March 2018

The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated for nine elementary students with emotional and behavioral disabilities. During baseline conditions, students exhibiting inappropriate contingent observation timeout behavior received three warnings before exclusionary timeout was implemented. During intervention conditions, exclusionary timeout was contingent upon the first occurrence of inappropriate contingent observation behavior (with no warnings given). Data were collected on the frequency of (a) contingent observation directions, (b) “calls” for appropriate contingent observation behavior (which served as warnings for the exclusionary timeout contingency), and (c) exclusionary timeouts. An ABAB design (A = warning, B = no warning) established that substantially fewer inappropriate contingent observation timeout behaviors occurred under the no-warning condition. The number of exclusionary timeouts given remained relatively stable across all conditions. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors, though not to the point where the more intrusive contingency was implemented. These findings suggest that use of the warning procedure actually resulted in more negative interactions (calls) between the staff and the students.
Recognition of Facial Affect Cues by Adolescents with Emotional and Behavioral Disorders
Authors: Walker David W. , Leister Clarissa
Published: March 2018

This study explored the ability of adolescents with emotional and behavioral disorders to recognize facial affect cues. The questions addressed in this study were (a) would adolescents with emotional and behavioral disorders have lower recognition of facial affect cues than adolescents without emotional and behavioral disorders?, (b) would differences exist in the recognition of facial affect cues between adolescents with internalizing and externalizing emotional and behavioral disorders?, and (c) what is the relationship between age and recognition of facial affect in adolescents? These three questions were answered by showing adolescents in three groups (internalizing, externalizing, and non-emotional and behavioral disorders) a set of slides of facial expressions displaying the following six emotions: happiness, sadness, anger, surprise, fear, and disgust. The findings are discussed as they relate to intervention practices and future research.
Special Education Services for Girls with Serious Emotional Disturbance: A Case of Gender Bias?
Authors: Caseau Dana L. , Luckasson Ruth , Kroth Roger L.
Published: March 2018

Despite the fact that boys greatly outnumber girls in receiving services under the category Serious Emotional Disturbance (SED), the possibility of bias against girls with SED has received relatively little attention. Data on three groups of adolescent students were analyzed: (a) students served as SED by the public schools (ED Sch, n=53), (b) students identified by the schools as SED but served as inpatients at a private psychiatric hospital (ED Psy, n=24), and (c) students not identified as SED by the public schools but who received services at a private psychiatric hospital (NI Psy n=40). Girls were a small proportion of the ED Sch and ED Psy groups, but the majority of the NI Psy group. These preliminary data indicate that some girls with serious emotional problems are not identified by the public schools yet are being served by private psychiatric hospitals. Possible reasons for this potentially inequitable allocation of school special education resources are suggested. Consideration and further study of the gender issues and identification and services to students with SED are discussed.
Video Self-Modeling and Cooperative Classroom Behavior in Children with Learning and Behavior Problems: Training and Generalization Effects
Authors: Lonnecker Cecilia , Brady Michael P. , Mcpherson Robert , Hawkins Jacqueline
Published: March 2018

This study investigated the effects of an instructional package incorporating videotaped self-assessment, self-modeling, discrimination training, and behavioral rehearsal on the cooperative classroom behavior of two second-grade children with learning and behavior problems. Observations were made of selected classroom behaviors in three different classes each day. Results indicate that the intervention was effective in helping young children acquire cooperative classroom behaviors, generalize these behaviors to settings not a part of the training environment, and maintain these behaviors in both the training and generalization settings. The video intervention package also was effective in reducing inappropriate behaviors in the training and generalization settings. Further, there was a marked reduction in variability of behavior for both children. The results suggest that video-based modeling, coupled with discrimination training and rehearsal, is an effective and efficient intervention for early elementary school children with learning and behavior problems.
Young Adulthood for Individuals with Behavioral Disorders: What Does it Hold?
Authors: Carson Rori R. , Sitlington Patricia L. , Frank Alan R.
Published: March 2018

This study investigated the adult adjustment of randomly selected students with behavioral disorders one and three years after they exited high school. Eighty-nine students (66% of those selected) were interviewed one year out of high school; 82 were interviewed again three years out of high school. Results for individuals three years out of school are reported in terms of: (a) general status information (e.g., marital status, living arrangements, sources of financial assistance, leisure activities); (b) employment information (e.g., percent employed, classification of jobs, wages, fringe benefits); and (c) “successful” adult adjustment relative to criteria presented in this article. Results are compared by graduation status (graduates vs. dropouts) and by year out of school (1 vs. 3). Results are discussed in relation to their implications for school programming and transition planning.
A Descriptive Analysis of Aggressive Behavior in Classrooms for Children with Emotional and Behavioral Disorders
Authors: Wehby Joseph H. , Symons Frank J. , Shores Richard E.
Published: March 2018

The present study extends previous research describing classroom interactions of children with emotional and behavioral disorders (EBD). Direct observation and sequential analytic techniques were used to (a) identify naturally occurring rates of aggressive behavior for 28 elementary school-aged children identified as EBD; (b) classify naturally occurring antecedents and consequences of these children's aggressive behavior toward teachers, peers, and property; and (c) describe prevalent and predictive sequences of behaviors resulting in aggression. Results indicated low rates of positive social interactions characterized the daily classroom ecology of students displaying aggressive behavior. Implications for the assessment of low rate but problematic behaviors are discussed in regard to current developments in functional assessment techniques and the possible role of setting events in classroom aggression.
Relation between Parental Attributions and the Acceptability of Behavioral Treatments for Their Child's Behavior Problems
Authors: Reimers Thomas M. , Wacker David P. , Derby K. Mark , Cooper Linda J.
Published: March 2018

This investigation was conducted to identify the relationship between parental causal attributions of children's behavior problems and the acceptability of behavioral interventions. At 1-, 3-, and 6-month intervals, parents rated the acceptability of behavioral treatments recommended to them for their children's behavior problems and completed an attribution measure. Results indicated that a significant, negative correlation exists between physical attribution ratings and acceptability ratings of behavioral treatments with the magnitude of the correlation increasing over time. Results are discussed in relation to the clinical implications of the findings as well as the need for additional research.
Improving the Conduct of Students with Behavioral Disorders by Incorporating Student Interests into Curricular Activities
Authors: Clarke Shelley , Dunlap Glen , Foster-Johnson Lynn , Childs Karen E. , Wilson Diane , White Ronnie , Vera Arcadia
Published: March 2018

This investigation explored the effects of individualized, curricular accommodations that were developed to reduce the problem behaviors of four students who exhibited behavioral challenges. First, assessments were conducted to identify curricular assignments associated with high levels of problem behavior and to determine the students’ individual preferences and interests. This information was then used to modify the assignments in accordance with the students’ interests while maintaining the integrity of the instructional objectives. These modifications resulted in reduced levels of problem behavior and elevated rates of desirable behavior for each student. Data on response rate and work completion also favored the interesting assignments. The effects were demonstrated within ongoing academic activities and were replicated through the use of reversal designs. These data contribute to a growing recognition that curricular adaptations which incorporate student interests can exert significant influences on the behavior of students in classroom environments.
Substance Use and Its Prevention: A Survey of Classroom Practices
Authors: Genaux Melisa , Morgan Daniel P. , Friedman S. G.
Published: March 2018

The purpose of this study was to assess the opinions, via a nationwide survey, of 109 teachers of students with behavioral disorders about substance-use prevention. The major finding from the study is that little is being done to provide students with behavioral disorders programming in this area. Teachers were not in agreement in their assignment of priority to the area of substance-use prevention instruction in relation to the other subjects they teach (about a third assigned it highest priority; about a third assigned it lowest priority). Additionally, teachers reported that parents of students with behavioral disorders were virtually absent from prevention program efforts. Lack of time, of curriculum materials, and of adequate funding were noted as the greatest impediments to prevention programming. To enhance substance-use prevention efforts, careful attention to a variety of issues that affect its implementation must be systematically conducted.
Legal Issues concerning Children with Autism and Pervasive Developmental Disabilities
Authors: Boomer Lyman W. , Garrison-Harrell Linda
Published: March 2018

Children and youth with autism often present special challenges to the educational system. Issues related to these challenges are reflected in court cases involving these students and those charged with providing services. Much of the litigation of the past few years has been related to appropriate educational placement, extended school year services, the use of aversive contingencies to central aberrant behavior, and the use of specific forms of augmentative communication (i.e., facilitated communication). This article examines recent ruling in these areas and their implications for the education of children with autism.
The Combined Classroom Model for Serving Elementary Students with and without Behavioral Disorders
Authors: Flicek Michael , Olsen Cristy , Chivers Robyn , Kaufman Christopher J. , Anderson Jeffrey A.
Published: March 2018

This report describes the combined classroom model (CCM) that was implemented for one academic year in a pilot classroom that served approximately 28 students, 3 students with emotional and behavioral disorders (EBD), 6 students with learning disabilities (LD), and 19 students without disabilities, in grades 4 and 5. Staff included a general education teacher, a resource teacher, and three teaching assistants. Data corroborating the viability of the CCM, including student and parent satisfaction are presented. Finally, teacher ratings indicated that the problem behaviors of students with EBD were within a normative level the last 2 months of the academic year.
A Critical Analysis of Functional Assessment: Issues for Researchers and Practitioners
Authors: Gable Robert A.
Published: March 2018

This article addresses the use of an analytical approach to making treatment decisions known as functional assessment. The usefulness of functional assessment with students with emotional/behavioral disorders is predicated on the assumption that the effectiveness of treatment increases if it matches the function of the target behavior(s). Discussion covers both indirect and direct measures of the relationship between the target behavior and variables that may be maintaining the behavior. Strategies for selecting and verifying hypothesis-driven treatment decisions are presented. In that the accumulated research has failed to dislodge some stumbling blocks to the use of functional assessment, several methodological solutions are offered for researchers and practitioners.
Research to Practice Issues
Authors: Kauffman James M.
Published: March 2018

Educators frequently lament the limited effect research has on educational practices. Special educators often are frustrated by the observation that there appears to be a haphazard or inverse relationship between popular intervention procedures and reliable research data. Addressing research-to-practice issues effectively requires getting researchers to do better research and getting policymakers to make better choices. Better research is characterized by trustworthiness, useability, and accessibility. In addition, research-based procedures should involve minimal risk of harm, be practical and sustainable, be believable and socially valid, be implemented with a high degree of fidelity, and be accompanied by systematic training programs. Consensus must be built among influence producers, knowledge producers, regulation producers, and knowledge consumers regarding needed research and criteria for selecting interventions. Future research should be directed toward finding ways to suppress the tendency to accept unsubstantiated claims for methods and materials and to construct a culture of support for research-based practices. Special attention should be given to finding ways to maintain research-based practices after they have been taught.
Issues of Social Validation in Research on Serving Individuals with Emotional or Behavioral Disorders
Authors: Lloyd John Wills , Heubusch Joanne D.
Published: March 2018

Social validation of interventions has substantial appeal, and researchers investigating treatments in behavioral disorders have used diverse methods for assessing it, though proportionally few studies report social validity data. Applications of social validation to problems in behavioral disorders raise difficulties with the trustworthiness of data underlying validation efforts and the use of the information derived from assessments. Researchers and practitioners of behavioral or emotional disorders should approach social validation cautiously, avoiding indiscriminate application of its fundamentally sound principles.
Prevention of Conduct Disorder through Early Intervention: A Social-Communicative Perspective
Authors: Kaiser Ann P. , Hester Peggy P.
Published: March 2018

A conceptual model describing the environmental factors and parent and child characteristics that contribute to the development of conduct disorder in early childhood is proposed, based on descriptive and experimental research. Environmental stressors associated with poverty, parent characteristics including poor parenting strategies, and child characteristics including deficits in communication skills are posited to be factors that affect parent-child interactions in ways that contribute to the development of conduct disorder. Several points of intervention are identified as the basis for a multicomponent approach to prevention. Implications of the proposed model for research and practice are discussed.
A Challenging Future: Current Barriers and Recommended Action for Our Field
Authors: Webber Jo , Scheuermann Brenda
Published: March 2018

More children and youth are developing emotional and behavioral disorders (EBD) while services are dwindling. Social factors, unsympathetic public policy, and ineffective educational programming are formidable barriers for those of us who care about and work with these young people. However, we cannot desist in our responsibility as professionals. Through expanded expertise and ardent advocacy, we can make a difference in these regressive trends. This article presents an overview of current forces impinging on the field of EBD and offers some recommendations for action.
Teaching Students with Emotional/Behavioral Disorders the Skills to Participate in the Development of Their Own IEPs
Authors: Snyder Edward P. , Shapiro Edward S.
Published: March 2018

Three students with emotional/behavioral disorders (E/BD) were taught to manage their own simulated IEP staffing using the Self-Directed IEP instructional program (Martin, Marshall, Maxon, & Jerman, 1996a, 1996b). A multiple-baseline design across four specific groups of behaviors was used. Skills taught included introducing the IEP meeting, reviewing past goals, discussing future goals, and closing the IEP meeting. Acquisition of the skills was assessed during simulated IEP meetings before and after the instruction as well as after the completion of each instructional component. Two of the three students showed substantial improvements in the taught skills. Implications for teaching adolescents with E/BD to be active participants in the IEP development process are discussed.
Further Examination of Two Measures of Community-Based Social Skills for Adolescents and Young Adults with Emotional and Behavioral Disorders
Authors: Bullis Michael , Davis Cheryl
Published: March 2018

Two measures of community-based social behavior for adolescents and young adults with emotional and behavioral disorders (E/BD), the male and female forms of the Test of Community-Based Social Skill Knowledge (TCSK) and the Scale of Community-Based Social Skill Performance (CBSP), were examined. In previous research, conceptually derived subsections of the two measures yielded high intercorrelations, suggesting the need to conduct further analyses to refine and shorten both instruments to make them more applicable for use in school and service programs. The male and female forms of the TCSK were each treated as one factor. Item-total correlations were computed, identifying 17 items in the female form and 15 items in the male form to be deleted. Factor analysis of the CBSP yielded a logical and psychometrically adequate factor structure, with a total of 78 items across four factors. The shortened TCSK forms and the four CBSP factors (a) yielded acceptable reliabilities, (b) discriminated among subgroups of participants, and (c) exhibited convergent and divergent correlations in hypothesized directions. These results are discussed in terms of their implications for social skills instruction and future research on the measures.
Young Adults with Behavioral Disorders—Before and after IDEA
Authors: Frank Alan R. , Sitlington Patricia L.
Published: March 2018

The results of follow-up studies conducted on individuals with behavioral disorders (BD) from two high school graduating classes are compared. One class (class of 1985) was graduated well after passage of Public Law 94–142, but before passage of IDEA (when transition planning became a federal requirement); the other class (class of 1993) was graduated after passage of IDEA. Two questions were addressed: (1) Were graduates with BD from the class of 1993 better off than their counterparts from the class of 1985 as young adults out of school 1 year? and (2) Should we be satisfied with the status of these individuals as young adults? The class of 1993 demonstrated better outcomes than the class of 1985 in several areas, but graduates with BD did not experience outcomes equal to those of their classmates without disabilities.
Head Start Children at Risk: Relationship of Prenatal Drug Exposure to Identification of Special Needs and Subsequent Special Education Kindergarten Placement
Authors: Sinclair Esther
Published: March 2018

The relationship between prenatal drug exposure, emotional and behavioral disorder (E/BD) identification in Head Start, and subsequent special education kindergarten placement in a sample of 145 Head Start children was examined. Results showed that 47% of the drug-exposed group versus 35% of the non-drug-exposed group met classification criteria for E/BD. In addition, 53% of the drug-exposed group were placed into special education kindergarten programs versus 29% of the non-drug-exposed group. Previous research has suggested that identification of children with E/BD in Head Start, in itself, does not predict eventual special education placement. However, prenatal drug exposure of Head Start children was found to be an effective predictor of later special education placement in kindergarten. Examination of these issues is important considering the implementation of the IDEA Amendments of 1997, which mandate early intervention for children with disabilities.
A Rumor of Paradigm Shift in the Field of Children's Emotional and Behavioral Disorders
Authors: Brigham Frederick J. , Polsgrove Lewis
Published: March 2018

This article is a response to David Elkind's “Behavioral Disorders: A Postmodern Perspective” (this issue). We suggest that Elkind's claim that a paradigmatic shift has occurred in the field of emotional and behavioral disorders is unwarranted, since multiple paradigms influence this area rather than a single monolithic view. Furthermore, we point out that Elkind's argument lies outside of the framework for understanding scientific paradigms proposed by Thomas Kuhn. Finally, we argue that postmodernism lacks the intellectual coherence and heuristic integrity necessary to qualify as a paradigm. We therefore find postmodernism without merit in advancing our understanding of emotional and behavioral disorders, clarifying issues facing the field, or improving practices.
Where Does Weather Come From? A Response to “Behavioral Disorders: A Postmodern Perspective”
Authors: Edgar Eugene
Published: March 2018

One of the positions of postmodern thought is that there are no overriding theories that explain the world or specific phenomena in the world. David Elkind expands on this idea in discussing behavioral disorders. This response to Elkind proposes three possible metanarratives that could be useful in thinking about behavioral disorders: democracy, spirituality, and the notions of Nick Hobbs. These narratives are described as universal—ideas and notions about which the majority of people who think about them could reach consensus. What postmodern thinking has provided us is the gift of different voices and different ideas. We should welcome these ideas but never give up evaluating them or trying to find overarching narratives that can guide our work.
Enrollment Predictors of the Special Education Outcome for Students with SED
Authors: Mattison Richard E. , Spitznagel Edward L. , Felix Bernard C.
Published: March 2018

Data pertaining to two outcome groups (75 successful completion and 76 unsuccessful) of elementary and secondary school students newly classified with serious emotional disturbance (SED) previously established by Mattison and Felix (1997) were analyzed. Enrollment variables (i.e., demographics, cognitive characteristics, family stressors, DSM-III psychiatric diagnoses, and multirater instrument ratings) were investigated for their ability to predict membership in the two outcome groups. Four baseline variables emerged as significant predictors of the unsuccessful outcome group: increasing enrollment age, any presence of a DSM-III conduct or oppositional disorder, WISC-R verbal IQ significantly lower than performance IQ, and absence of any DSM-III depressive or anxiety disorder. The overall concordance rate was 73.3%. A practical point system using the predictors was developed to estimate the probability of a successful or an unsuccessful outcome for a student newly identified with SED. Implications of the predictor variables are discussed in regard to comprehensive treatment planning for students newly classified with SED.
Confusion and Failure in Facilitating Generalized Social Responding in the School Setting: Sometimes 2 + 2 = 5
Authors: Scott Terrance M. , Nelson C. Michael
Published: March 2018

Although social skills instruction is widely cited as an effective intervention for a variety of problem behaviors, research does not support the generalization of its effects across settings. Practices that have been sufficient to achieve generalization in academic instruction have been insufficient in achieving similar outcomes for social instruction. Historical confusion and failure in facilitating generalized behaviors can be attributed to the complexity of the social environment. Due to the complexity of this problem, those who provide social skills instruction must adapt best practices for instruction and generalization. This article (a) analyzes generalization failures; (b) outlines some critical differences between instruction in social and academic skill areas; and (c) suggests the depth of analysis, instruction, and facilitation that will be required to achieve generalization of social skills.
Ethnicity and Special Education Research: Identifying Questions and Methods
Authors: Coutinho Martha J. , Oswald Donald P.
Published: March 2018

This article presents questions, offers ideas, and solicits input regarding hypotheses and methodologies needed to extend our understanding of the ethnic representation of students identified as having serious emotional disturbance (SED). Technical methods are discussed to ensure that estimates of the extent of disproportionate representation are accurate, technically defensible, and interpretable for purposes of further research and policy decisions. Research questions and analyses needed to produce a better conceptual understanding of why disproportionality occurs are explored. Societal issues are described that influence definitions, methods, and interpretations and will continue to influence capacity to respond to the problem of disproportionate ethnic representation of students with SED.
Social Skills Training: Should We Raze, Remodel, or Rebuild?
Authors: Gresham Frank M.
Published: March 2018

The degree to which children and youth establish and maintain satisfactory interpersonal relationships with peers and teachers is the defining feature of social competence. Difficulties in social competence play a substantial role in social, psychological, and educational adjustment and often serve as the basis for intervention and remediation strategies. This article reviews past and present conceptualizations and summarizes narrative and meta-analytic reviews of social skills training (SST) outcome studies. Overall, modest effect sizes are reported in the meta-analytic literature (M = .35) suggesting that SST is a relatively weak intervention strategy, leading to only a 14% improvement in social functioning over chance (64% versus 50%). Three recommendations are offered as a blueprint for rebuilding SST: (1) improving assessment by considering the social validity and sensitivity of outcome measures; (2) matching social skills intervention strategies to specific social skills deficits; and (3) programming for functional rather than topographical generalization by adopting a contextual approach to teaching social behavior within a competing behaviors framework.
Social Interaction Setting Events: Experimental Analysis of Contextual Variables
Authors: Sasso Gary M. , Peck Janine , Garrison-Harrell Linda
Published: March 2018

Severe behavioral problems and social interaction deficits are the two areas of functioning most responsible for the failure of students with emotional and behavioral disorders (E/BD) to adjust adequately and achieve success in inclusive settings. Over the past 10 years, the development and refinement of a technology of functional analysis has allowed educators and researchers to address problem behavior more effectively by matching the function of the response to an intervention. Recently investigators have begun to turn their attention to the assessment and manipulation of setting events that can elicit appropriate responses. This article describes an experimental hypothesis-testing model of structural analysis designed to identify critical contextual variables associated with successful social interaction. Suggestions for use in general education settings are provided, with an emphasis on matching inclusive social environments to individual student antecedent variables. Strengths and weaknesses of various forms of functional analysis are discussed in conjunction with the need to develop reliable, valid, and acceptable assessments that can be used in natural environments.