bluuebunny/crossref_metadata_2025 huggingface dataset:
Increasing and Maintaining Withdrawn Preschoolers' Peer Interactions: Effects of Double Prompting and Booster Session Procedures
Authors: Lindeman David P. , Fox James J. , Redelheim Paul S.
Published: March 2018

The combined effects of double-prompting and booster session procedures on the social behavior of four socially withdrawn preschool children were investigated. A multiple baseline design across subjects was employed to evaluate these procedures. Double-prompting and contingent social praise involved having the classroom teacher prompt and praise the initiations and responses of the subjects and their peers to one another. The behaviors that were prompted — play organizers, shares, and assists — had previously been shown to be effective in setting the occasion for a positive response from peers. When maintenance of increased target initiations was not forthcoming, booster sessions were used to maintain subject initiations during follow-up. The results indicated that (a) the intervention procedures increased the subjects' play organizer, share, and assist initiations, (b) subjects' and peers' responses to one another's initiations did not have to be prompted, (c) there were collateral increases in nontargeted social initiations of the subjects, (d) there were smaller increases in the initiations of peers, (e) booster sessions functioned to increase initiations temporarily and (f) subjects' extended interactions with peers increased during intervention and remained high regardless of whether or not booster sessions were applied during follow-up.
The Case for Interaction Skills Training in the Context of Tutoring as a Preventive Mental Health Intervention in Schools
Authors: Strayhorn Joseph M. , Strain Phillip S. , Walker Hill M.
Published: March 2018

The goal of preventing mental and behavioral disorders requires that important psychological and social interactional skills be transmitted to developing generations in the most effective manner possible. This article examines the evidence for the following hypotheses: (a) that positive, friendly, kind, cooperative interactions are highly relevant to the prevention of psychiatric disorders and antisocial behavior; (b) that academic competence (e.g., in reading, mathematics, and writing) is also an extremely important psychological health skill for children; (c) that the prevention enterprise encounters a major obstacle when it depends upon programs into which only a fraction of the target population will ever enter, while the prevailing culture of the target population provides massive exposure to hostility; and (d) that one of the most promising ways of overcoming these obstacles is a transformation and restructuring of schools so that the nurturing and academic training of younger students by older students is part of the daily experience of each student and a training ground upon which important psychological skills can be modeled, instructed, practiced, monitored, and reinforced.
A Comparison of Cross-Informant Behavior Ratings in School-Based Diagnosis
Authors: Lee Steven W. , Elliott Jacquelyn , Barbour J. Daniel
Published: March 2018

Low levels of agreement between adolescents and their parents or teachers on various cross-informant behavior rating scales have been reported in the literature. It is unclear whether one source of this inconsistency is adolescents’ tendency to underreport or overreport their behavioral problems relative to adult informants. The Child Behavior Checklist and its related forms were completed for a group of boys referred for school-based assessments due to academic and/or behavioral problems. Comparisons between the ratings of adolescents and their parents and teachers revealed little correspondence among informants, especially between adolescents and either their parents or teachers. Adolescents consistently under-reported behavioral problems relative to parents and teachers regardless of sub-sequent diagnosis (i.e., behavioral disorder, learning disability, or not diagnosed). Implications of this lack of agreement between adolescents’ self-reports and adult ratings in the school-based diagnosis of behavioral disorders are discussed.
The Effects of a Student-Operated Business Curriculum on the On-Task Behavior of Students with Behavioral Disorders
Authors: Mcwhirter Christine C. , Bloom Lisa A.
Published: March 2018

This study examined the effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. An ABAB design was employed to determine the effects of the intervention. Data were collected using a one-minute time-sampling procedure. Results indicated a functional relationship between the student-operated business curriculum and time on task in mathematics.
Students with Behavioral Disorders: Determinants of Placement Outcomes
Authors: Glassberg Leslie Ann
Published: March 2018

A discriminant analysis of characteristics of students with behavioral disorders in three progressively more intensive placements indicated that age at time of diagnosis was the strongest discriminating variable contributing to placement outcomes. Younger, brighter students tended to be mainstreamed and older students with more externalizing symptoms tended to be placed in more restrictive settings. This study corroborated findings of Kauffman, Cullinan, and Epstein (1987) by showing that cognitive, academic, and behavioral factors did not appear to play dominant roles in placement decisions. Results of this study also offered some confirmation of Olson, Algozzine, and Schmid's (1980) proposed classification of the behaviorally disordered into two groups rather than the three-group model often found in service deliveries.
Level Systems and the Law: Are They Compatible?
Authors: Scheuermann Brenda , Webber Jo , Partin Mark , Knies William C.
Published: March 2018

Level systems are a common tool used to manage students with emotional and behavioral disorders. To date, we have little research to support the efficacy of using level systems, and further, certain components of level systems may be in violation of laws protecting children and youth with disabilities. This article addresses three areas of legal concerns regarding the use of level systems, all of which pertain to a failure to individualize the program: restricted access to the least restrictive environment, curricular concerns, and procedural concerns. In addition, a decision-making model is described that will guide school personnel in designing individualized level systems which will most likely meet the mandates of the law.
Educational Environments for the Pupil with Behavioral Disorders: A “Best Evidence” Synthesis
Authors: Schneider Barry H. , Leroux Janice
Published: March 2018

Controlled studies comparing the progress of children with behavioral disorders in different educational settings were reviewed. Pupils in self-contained special programs displayed greater improvement in academic achievement than their counterparts in regular classes. However, the reverse pattern applied to changes in self-concept. Findings regarding behavioral improvement were more inconsistent. Important methodological and conceptual limitations in the original data sources indicate caution in interpreting these findings. Follow-up data indicate enormous fluctuation in the success of special programs in assisting youngsters with behavioral disorders to reintegrate successfully into regular classes.
Teaching Conversational Social Skills to Delinquent Youth
Authors: Mathur Sarup R. , Rutherford Robert B.
Published: March 2018

The present study examined the effectiveness of a Positive Talk curriculum in promoting specific conversational social skills of nine female juvenile delinquents. The verbal skills included calling others by name, using manners, making positive statements about self and others, and making positive statements about the present and future. Positive Talk social skills training incorporated the components of explanation of target skills, practice of positive talk vocabulary, modeling, role playing, performance feedback, and transfer of training. Sequential application of a multiple baseline across groups design demonstrated that the training was successful in promoting the participants’ target social skills. Systematic programming of generalization facilitated the transfer of skills from the training classroom to a natural social context in the lunchroom.
Community Mental Health Support Services in a Special Education Setting
Authors: Kerr Mary Margaret , Dikel William , Bailey Jeanette , Sanders David
Published: March 2018

This paper describes a state- and county-sponsored program that provides preventive and crisis-intervention services in three schools serving severely emotionally disturbed students. Students in these schools typically have histories of previous mental health diagnoses and treatment, often including hospitalization and/or residential or correctional placements, with little or no follow-up mental health services in the community. These students tend to have untreated disorders such as Attention Deficit Hyperactivity Disorder, mood disorders, and chemical dependency but have “fallen through the cracks” of the mental health system and remain at high risk for deterioration and out-of-home placements. This project utilizes a county social worker in the schools to coordinate services, intervene in crisis situations, and facilitate appropriate treatment for the students by acting as a liaison with students, special educators, school social workers, parents, child protection and child welfare services, the correctional system, and mental health providers. The program is described in detail, with examples of types of interventions and recommendations for future programs.
Attention-Deficit Hyperactivity Disorder: A Functional Approach to Assessment and Treatment
Authors: Maag John W. , Reid Robert
Published: March 2018

Although numerous terms have been used to describe Attention-Deficit Hyperactivity Disorder (ADHD) during the past several decades, it has continued to be conceptualized from a biological or neurological perspective. Consequently, much research has accumulated investigating possible biological and neurological causes, developing better diagnostic criteria, and accumulating medication protocols. Despite voluminous amounts of research, little consensus has been reached as to the best way to define and diagnose ADHD. Consequently, it becomes difficult to generate and test hypotheses related to the etiology, characteristics, and treatment of this disorder. One problem relates to how ADHD is conceptualized. In approaching ADHD as a psychiatric condition, assessment usually focuses on improving diagnostic precision. Similarly, most treatment research has dealt with the use of psychopharmacological agents, such as Ritalin. Yet, there are many ways to conceptualize “disorders.” We begin this article by suggesting that ADHD has become reified as a result of social and cultural factors. We present an alternative conceptualization based on a functional approach to the assessment and treatment of ADHD. Based on this functional approach, we present a model for classifying performance problems that can be used to guide the selection of appropriate intervention techniques.
Suicidal Behavior of Adolescents with Behavior Disorders and Their Peers without Disabilities
Authors: Miller Darcy
Published: March 2018

Despite the fact that suicide is a major cause of death among adolescents (Centers for Disease Control, 1986; National Center for Health Science, 1989), the suicidal behavior of adolescents with behavioral/emotional disorders has not been extensively studied. A survey instrument was used to obtain information from adolescents with behavioral/emotional disorders and their peers without disabilities about the frequency of and the rationale behind their suicide ideation and suicide attempts. Significant differences were found between the adolescents with behavioral/emotional disorders and their nondisabled peers, as well as differences between the males and the females in each group in the frequency of suicide ideation and suicide attempts. The female adolescents with behavioral/emotional disorders reported high frequencies in both suicide ideation and suicide attempts. No group or gender differences were found in the rationales offered by the adolescents for suicidal behavior. Implications for teachers, parents, and social service personnel are discussed, including the need for gender-specific suicide prevention and intervention for adolescents with and without behavioral/emotional disorders.
Hearing Dennis through His Own Voice: A Redefinition
Authors: Duplass Dennis , Smith Terry
Published: March 2018

My world works in the most weird, but unique way and in a most scary way. Also, my life is full of questions and full of problems. Sometimes I wonder if life is one big math problem. And if I had one wish, I would wish how to solve that math problem.
Teachers’ Perceptions of Educational Placement Decisions for Pupils with Emotional or Behavioral Disorders
Authors: Martin Kerri F. , Lloyd John Wills , Kauffman James M. , Coyne Michael
Published: March 2018

We conducted intensive group interviews with 11 special education and 3 general education teachers regarding the educational placement of pupils with emotional or behavioral disorders. We sorted the teachers’ comments to identify their views on recurring topics. Major themes emerging from the interviews included (a) teachers have diverse opinions about placement alternatives, (b) schools are faced with problems they are not able to handle, (c) administrative procedures often impede appropriate services, (d) collaboration and support among those making placement decisions and providing services are often lacking, and (e) teachers feel they have little influence in placement decisions. We discuss implications for practice and further research.
The Impact of Induced Positive Affect on Incarcerated Males’ Learning
Authors: Bryan Tanis , Mathur Sarup R. , Sullivan Karen , Pukys Karen
Published: March 2018

This study examined the impact of self-induced positive and neutral affect and a priori depression on the learning of 62 incarcerated, adolescent males. Sixty-two males with high and low Children's Depression Inventory (CDI) depression scores were randomly assigned to a positive or neutral affect induction condition. Following affect induction, the subjects participated in a series of 5 tasks in which they learned to read Hindi words. The results showed a main effect for self-induced positive affect on learning but there was no main effect for depression nor affect by depression interaction. Implications for further research examining the relationships between affect and learning and behavior are discussed.
Self-Management of Schedule following in Three Teenagers with Autism
Authors: Newman Bobby , Buffington Dawn M. , O'grady Mairead A. , Mcdonald Mary E. , Poulson Claire L. , Hemmes Nancy S.
Published: March 2018

A multiple baseline across students design was used to investigate the effects of a self-management package on schedule following by three teenagers with autism. During baseline conditions, noncontingent reinforcement was provided. In the treatment phase, students contingently self-reinforced the verbal identification of transition times. Systematic increases in accurate identification of transitions were observed across all students. Accurate identification of transition time and self-reinforcement were maintained in a one-month follow-up.
The Effects of Social Skill Instruction and Self-Monitoring on Game-Related Behaviors of Adolescents with Emotional or Behavioral Disorders
Authors: Moore Rhonda J. , Cartledge Gwendolyn , Heckaman Kelly
Published: March 2018

Three ninth-grade male students with emotional or behavioral disorders were taught the game-related social skills of appropriate peer reactions, appropriate reactions to losing, and appropriate reactions to winning. A skills-training model involving social modeling, behavioral rehearsal, and behavior transfer was used to teach the skills. Self-monitoring was employed to help the new skills persist over time and transfer to the gym setting. A multiple-baseline design was used to evaluate the effectiveness of the training for each student in both the classroom and the gym. The results indicated that students improved in their game-related social skills. Greater overall improvements were found in the classroom.
Providing Effective Transitional Programming to Individuals with Autism
Authors: Luce Stephen C. , Dyer Kathleen
Published: March 2018

Legal mandates, widely postulated professional perspective, and improved teaching techniques have strongly influenced the kind of care provided individuals with significant developmental disabilities such as autism. Children and adults who would have been separated from their families and peers two decades ago are now expected to live in natural settings identical to the settings in which other members of their families live. The conversion of services to correspond with the ever increasing lifestyle expectations for persons with developmental disabilities is described from an organizational perspective with reference to serving these individuals in special education classrooms, residential settings, or other human service settings. Systems we have found effective in moving individuals through a continuum of services are described. Specific examples of implementation strategies in a large comprehensive treatment center for individuals with developmental and neurological disabilities are provided. An example of a wide-scale conversion of an agency that resulted in more progressive transition programming is discussed.
Assessing Sufficient Social Exemplars for Students with Autism
Authors: Mundschenk Nancy A. , Sasso Gary M.
Published: March 2018

Three children with autism from a self-contained elementary special education class participated in daily W-min free-play sessions with 15 nondisabled 2nd, 3rd, and 4th grade peers from the same school in three social interaction groups. After a baseline period, one of the peers was trained to appropriately interact with the student with autism. During the first phase of the intervention, this trained peer and the student with autism joined four other nontrained peers for play activities. Subsequently, each peer in the group received training sequentially so that the treatment phases reflected one trained, two trained, three trained, four trained, and five trained peers interacting with the student with autism in that same group of six. For each of the three groups, generalized interactions with nontrained peers were observed after the introduction of the third trained peer. Qualitative as well as quantitative changes in social interaction were documented.
Analyzing Predictors of Daily Social Skill Performance
Authors: Strain Phillip S. , Kohler Frank W.
Published: March 2018

The purpose of this study was to examine the impact of play activities, teachers’ predictions of children's sociability, and intervention fidelity variables on the level of interaction between three preschoolers with autism and their typical peers. Children participated in daily play activity groups of three, including one youngster with autism and two peers. Following a baseline condition, all children in the class learned to exchange a range of prosocial overtures, including shares, play organizers, and assistance. Teachers then implemented an individual reinforcement contingency to maintain children's newly taught exchanges. Results indicated that social reciprocity and peer effort correlated most highly with target children's level of social interaction. Conversely, teachers’ choice of activity materials and predictions about sociability did not correlate with children's interactions during either experimental phase. These findings are discussed with regard to their implications for future social skills research and intervention.
Further Examination of Job-Related Social Skills Measures for Adolescents and Young Adults with Emotional and Behavioral Disorders
Authors: Bullis Michael , Davis Cheryl
Published: March 2018

This study utilized two measures of job-related social behavior for adolescents and young adults—the Scale of Job-related Social Skill Knowledge (SSSK) and the Scale of Job-related Social Skill Performance (SSSP)—that had been developed in an earlier study. In the previous research, conceptually derived subsections of the two measures yielded high intercorrelations, suggesting the need to conduct further analyses to refine and possibly shorten both instruments. Both measures underwent item reduction analyses. After deleting 16 items a shortened SSSK contained 40 items. Factor analysis of the SSSP yielded six factors with a total of 94 items. Reliability analyses of the shortened SSSK and the six SSSP factors yielded acceptable results, and both measures powerfully discriminated among logically distinct subgroups. Logistic regression analyses identified those variables that discriminated most powerfully between persons with emotional and behavioral disorders and/or persons who had been arrested and persons without these characteristics. Results had implications for job-related social skills assessment and training and future research on the measures.
Risk of Unsuccessful Program Completion for Students with Serious Emotional/Behavioral Disorders: An Epidemiologic Risk Analysis
Authors: Carran Deborah T. , Nemerofsky Alan , Rock Elana E. , Kerins Marie
Published: March 2018

The purpose of this study was to identify risk factors associated with unsuccessful discharge status of students with serious emotional/behavioral disorders (E/BD) from a secondary-level, therapeutic, day-treatment program. In addition, this article describes and demonstrates the effective use of epidemiologic analysis as a program-evaluation method by comparing risks associated with identified characteristics of the E/BD population to program completion status. Results indicated significant differences in successful program completion related to individual variables, specifically (a) student substance abuse, (b) involvement with juvenile services, and (c) family-living status. Further, we found that additive effects of several variable pairs greatly increased the risk of unsuccessful program outcomes. Implications for E/BD program development and ongoing program evaluation with epidemiologic analysis are discussed.
Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980–1993
Authors: Dunlap Glen , Childs Karen E.
Published: March 2018

The purpose of the current study was to examine the status of experimental research on interventions designed to modify behaviors of children and youth with emotional and/or behavioral disorders (EBD). Twelve journals published between 1980 and 1993 were surveyed to explore possible trends in five descriptive dimensions of the research, including subject characteristics, settings, research design, dependent variables, and independent variables (interventions). In addition, the database was examined to determine whether interventions were based on individualized processes of assessment. The results showed negligible trends, and very few studies reported interventions that were individualized on the basis of assessment data. The discussion addresses the general status of intervention research and the need for applied research.
Educators' Perceptions of Effectiveness of Programs for Students with Emotional and Behavioral Disorders
Authors: Harvey Virginia Smith
Published: March 2018

Perceptions of staff in self-contained programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training were compared with perceptions in the same programs when the programs were newly developed and of staff working with children with EBD in mainstream settings. As self-contained programs for children with EBD became well-established, parent/school relationships noticeably improved. Even when relatively new, self-contained programs were perceived by staff to be superior to mainstream programs in resources and teaching strategies. Well established self-contained programs were perceived as superior to relatively new mainstream programs in resources, teaching strategies, program components, and parent/school relationships. Regardless of program, students with EBD were perceived as making moderate progress and as being moderately aggressive.
An Analysis of Self-Evaluation and Videotape Feedback for Improving the Peer Interactions of Students with Externalizing and Internalizing Behavioral Problems
Authors: Falk George D. , Dunlap Glen , Kern Lee
Published: March 2018

We assessed the effects of a package consisting of self-evaluation via videotape feedback procedures on inappropriate and appropriate peer interactions of children with externalizing and internalizing behavioral problems. The children were selected from three inclusive classrooms, and all of the experimental sessions included peers who did not evidence behavioral problems. Multiple baseline and reversal designs were used to evaluate the impact of the intervention package on the diverse patterns of behavior displayed by the different groups of children. The results showed substantial increases in appropriate interactions for children with internalizing behavioral problems and substantial decreases in inappropriate interactions for children with externalizing behavioral problems. Two measures of social validity confirmed the presence of the externalizing and internalizing characteristics and offered validation for the effects of the intervention. The results are discussed in relation to the existing literature and the need for further research on social skills, generalization, and comprehensive support for children with emotional and behavioral problems.
Counseling as a Related Service for Students with Emotional or Behavioral Disorders: Issues and Recommendations
Authors: Maag John W. , Katsiyannis Antonis
Published: March 2018

The related services component of the Individuals with Disabilities Act (IDEA) has been one of the most difficult requirements in providing a free appropriate public education (FAPE) for students with disabilities, and it continues to be a persistent challenge with considerable legal precedent. A related service that is receiving increasing attention for students with emotional or behavioral disorders (EBD) is counseling. Counseling services are defined as services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel. The purposes of this article are to examine the controversial provision of counseling as a related service and provide recommendations for improved practice. To accomplish these goals, we will first delineate the type of service options and personnel who may provide counseling under the related services clause of IDEA. Second, we will examine the legal mandates of IDEA involving counseling as a related service. Finally, we will provide recommendations to schools for providing counseling services to students with EBD being served under IDEA.
Research Issues and Needs regarding Teacher use of Classroom Management Strategies
Authors: Gunter Philip L. , Denny R. Kenton
Published: March 2018

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.
Advocacy for Students with Emotional and Behavioral Disorders: One Call for Redirected Efforts
Authors: Smith Carl R.
Published: March 2018

This article explores several topics related to advocating for students with emotional and behavioral disorders. Included is a discussion of advocacy and integrity applied to the educator's work. Various misdirected advocacy positions are critiqued and a new advocacy agenda proposed focusing on program appropriateness, qualified personnel, least restrictive environment, and meaningful classification and assessment procedures.
Comparing Language Disorders in Two Groups of Students with Severe Behavioral Disorders
Authors: Griffith Penny L. , Rogers-Adkinson Diana L. , Cusick Gary M.
Published: March 2018

This study compared two groups of students (i.e., day versus residential) with severe behavioral disorders on several language measures to determine whether more severe language deficits were present based on restrictiveness of behavioral placement. Second, types of language deficits were compared to categories of behavioral problems to see if language problems were more prevalent in different behavioral categories. No significant differences were found between groups on standardized language measures, with both groups showing receptive and expressive language deficits below normal. Students in the day program were rated higher on conversational skills by their teachers than students in the residential program. Receptive language deficits correlated with Interpersonal Difficulties and Inappropriate Behavior categories on the Behavior Evaluation Scale-2 (BBS). Differentiation of language problems according to severity or category of behavioral difficulty was inconclusive.
Certification Requirements for Teachers of Students with Emotional or Behavioral Disorders: A National Survey
Authors: Katsiyannis Antonis , Landrum Timothy J. , Bullock Lyndal , Vinton Lori
Published: March 2018

Service delivery to students with emotional or behavioral disorders (EBD) has been a persistent challenge. These students are grossly underserved despite state and federal efforts intended to improve the quality of programming. The purpose of this study was to investigate state practices as they relate to the availability and nature of certification requirements. Over half of the states reported the existence of certification in EBD, and an analysis of the nature of certification requirements reflected variability regarding the specificity of skill development necessary to serve as a teacher of students with EBD.
Autistic Recovery? An Analysis and Critique of the Empirical Evidence on the Early Intervention Project
Authors: Gresham Frank M. , Macmillan Donald L.
Published: March 2018

The Early Intervention Project (EIP) is a discrete-trial treatment program for young, high-functioning children with autism that claims to provide recovery of normal functioning in almost one half of the cases and lead to substantial improvements in an additional 42% of cases. Many school districts across the country are being asked and sued by parents to provide the EIP for a period of 2 to 3 years. We evaluate the EIP according to threats to experimental validity—namely, internal, external, and construct validities. The EIP also is evaluated with respect to treatment integrity issues, which pose threats to all types of experimental validity. Sufficient threats to the experimental validity of the EIP prevent unqualified endorsement of it as a validated treatment for children with autism. The most relevant and serious threats to validity for school districts are those of external validity. Given the background, training, resources/supports, and supervision provided in the original EIP investigation, it probably cannot be exported to school districts with fidelity and is unlikely to produce results similar to those claimed by the EIP authors (Lovaas, 1987, 1993; McEachin, Smith, & Lovaas, 1993; Smith, McEachin, & Lovaas, 1993). School districts are advised to consider the experimental nature of the EIP program before agreeing to its adoption for any children with autism and to examine other intervention alternatives.
The UCLA Young Autism Project: A Reply to Gresham and MacMillan
Authors: Smith Tristram , Lovaas O. Ivar
Published: March 2018

Gresham and MacMillan's (1997) article contains numerous misunderstandings about the UCLA Young Autism Project (Lovaas, 1987) and, more generally, about early intervention for children with autism. Thus, it hinders parents and professionals from selecting appropriate services for these children. We identify the misunderstandings in the article and describe recent work on replicating and disseminating the UCLA Project.
Family-Related Variables and School Disciplinary Events at the Secondary Level
Authors: Deslandes Rollande , Royer Égide
Published: March 2018

This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Parent-teacher communications were related to students' behavior problems. Adolescents whose parents provided supervision were less likely to have received disciplinary action. Implications for future research in terms of primary prevention of behavior problems are discussed.
Predictors of High School Graduation or Dropping Out for Youths with Severe Emotional Disturbances
Authors: Rylance Billie Jo
Published: March 2018

Using the National Longitudinal Transition Study (NLTS) database, this study explored predictors of graduating from versus dropping out of high school for 664 youths identified as having severe emotional disturbances (SED). The research examined the relationship between earning a diploma and (a) personal variables, (b) the receipt of counseling or therapy in school, and (c) the receipt of vocational education in school. Descriptive statistics indicated that almost 50% of the sample dropped out of high school, and a hierarchical regression analysis revealed that participation in school-based counseling and vocational education was significantly associated with high school graduation.
Homeless Children in Emergency Shelters: Need for Prereferral Intervention and Potential Eligibility for Special Education
Authors: Zima Bonnie T. , Forness Steven R. , Bussing Regina , Benjamin Bernadette
Published: March 2018

The purpose of this study was to describe the level of need for special education services for probable behavioral disorders (BD), learning disabilities (ID), and mental retardation (MR) among school-age homeless children living in shelters. Children living in emergency homeless shelters face the dual challenge of being at risk for BD and learning problems while having limited access to special education programs. From a county-wide sample of 18 out of 22 emergency homeless shelters in Los Angeles, 118 homeless parents were interviewed, and 169 children were tested for BD, LD, and MR using standardized screening instruments. Almost one half of sheltered homeless children (46%) screened positive for at least one disability requiring special education services, with BD being the most prominent (30%). Procedures to identify early need for special education services should be adapted to accommodate the transiency of school-age children living in homeless shelters.
Are We All Postmodernists Now?
Authors: Kauffman James M.
Published: March 2018

The term postmodernism is impossible to define in the general case; it can be interpreted only with reference to specific fields of work or study. Even when referring to special education or behavioral disorders, however, people are free to define virtually anything they wish as postmodern. Because postmodernism is a vague concept and a pervasive contemporary movement, we all may be, in some sense, postmodernists.
Social Skills Interventions with Students with Emotional and Behavioral Problems: A Quantitative Synthesis of Single-Subject Research
Authors: Mathur Samp R. , Kavale Kenneth A. , Quinn Mary Magee , Forness Steven R. , Rutherford Robert B.
Published: March 2018

Sixty-four single-subject studies examining the effectiveness of social skills interventions with students with emotional or behavioral problems were included in this synthesis. The results of quantitative synthesis procedures using percentage of nonoverlapping data suggest that social skills interventions have limited empirical support for their overall effectiveness. Implications for future social skills research and quantitative analysis methodology are discussed.
Educating the Child with Severe Behavioral Problems: Entitlement, Empiricism, and Ethics
Authors: Ruehl Mark E.
Published: March 2018

This article reviews the debate regarding the education of children who are classified as either seriously emotionally disturbed or socially maladjusted. It considers the debate from the standpoint of entitlement, including federal mandates, logical analysis, medical definition, and case law. The article examines how empirical research has supported or contradicted the notion of entitlement from the standpoint of prevalence, classification, intervention, and cost. Ethical guidelines are provided for the multidisciplinary team.
Postschool Outcomes for Students with Significant Emotional Disturbance following Best-Practice Transition Services
Authors: Sample Pat L.
Published: March 2018

Six best practices—vocational intervention, paid work experience, social skills curriculum, interagency collaboration, parent involvement, and individualized plans/planning—were linked to postschool outcomes of employment and community adjustment for students with significant emotional disturbance (SED). Telephone and in-person interviews were conducted with 30 (57%) of 53 former students who had participated in supported employment and entrepreneurial education transition grant projects between 1989 and 1994. The former students answered questions about their employment, residential situations, community involvement, recreational pursuits, and citizenship activities 6 months, 12 months, and 24 months after leaving school. Univariate analyses of individual interventions and student outcomes showed that students out of school for 6 months who had been employed for long periods of time while in school had higher rates of employment than those who had not worked. Students out of school for 7 year whose parents were actively involved in their educational programs were more likely than their peers with uninvolved parents to have a successful community adjustment. Recommendations for further study include pursuing the development of appropriate definitions and assessment of transition services and interventions and exploring further interventions over which educators have direct control.
Research Issues in Functional Assessment of the Challenging Behaviors of Students with Emotional and Behavioral Disorders
Authors: Fox James , Conroy Maureen , Heckaman Kelly
Published: March 2018

One of the more significant developments in the treatment of challenging behavior has been the development of techniques of functional assessment and intervention. Much research in this area and many of the instruments and techniques initially focused on chronic aberrant behavior of persons with severe disabilities. More recently, functional assessment has been applied to students who have or are at risk for emotional and behavioral disorders (E/BD) and who have mild or no cognitive disabilities. Studies involving functional assessment of students with E/BD and those who are at risk for E/BD are reviewed in three main areas: (I) characteristics of participants; (2) types of functional assessment procedures and instruments employed; and (3) the reliability and validity of these instruments and procedures. Issues for future research in functional assessment are detailed.
Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral Disorders
Authors: Gunter Philip L. , Denny R. Kenton
Published: March 2018

This article expresses our concern regarding the paucity of research investigating academic instruction of students with emotional and behavioral disorders (E/BD). We discuss issues of measurement as related to academic performance and conclude that the rate of academic responses provides the most desirable measure for research as well as in clinical application. Implications for specific research needed to address academic performance are discussed. Recommendations are provided based on research investigations of classroom interactions between teachers and their students with E/BD as well as other learning difficulties.
Teaching Practices in Classrooms for Students with Emotional and Behavioral Disorders: Discrepancies between Recommendations and Observations
Authors: Wehby Joseph H. , Symons Frank J. , Canale Jennifer A. , Go Francesca J.
Published: March 2018

An important issue in the study of classrooms for students with emotional and behavioral disorders (E/BD) concerns understanding teacher behavior and the teacher-student interaction patterns as coactive forces in the development and maintenance of problem behavior. Recent descriptive work in the area of teacher-student interactions suggests that teachers are employing less than optimal teaching practices. This article highlights a number of recommended best teaching practices, selectively reviews the research literature on teacher interactions in classrooms for students with E/BD, provides a possible interpretative framework for the apparent discrepancies, and makes recommendations for future research in this area.
Lessons Learned from the Inclusion of Students with Emotional and Behavioral Disorders in One Junior High School
Authors: Gibb Sharon A. , Allred Keith , Ingram Cregg F. , Young James R. , Egan Winston M.
Published: March 2018

The purpose of this qualitative study was to ascertain what effects an inclusive setting had on 14 students with emotional and behavioral disorders (E/BD) in terms of school and academic behavior, social skills, and acceptance by peers according to teachers, administrators, general education peers, and the students themselves. The researchers focused on five main themes: (1) overall perception of the program, (2) curriculum adaptation, (3) effect on student social and personal behavior, (4) administrative support, and (5) general concerns. The findings support the practice of serving students with E/BD in a general classroom with adequate support services. They provide an impetus for future research efforts in this area.
Academic Remediation/Achievement and other Factors Related to Recidivism Rates among Delinquent Youths
Authors: Katsiyannis Antonis , Archwamety Teara
Published: March 2018

Given the close association of academic achievement with delinquency and recidivism, further examination of the relationship between these variables is warranted. This study examined the records of 549 delinquent males committed to the Youth Rehabilitation and Treatment Center in Kearney, Nebraska (a state correctional facility), who received general equivalency diplomas (GEDs) while incarcerated and those whose academic achievement was assessed (Woodcock Johnson Psychoeducational Battery-Revised/Tests of Achievement [WJ-ACH] pretest and posttest scores [Woodcock & Johnson, 1989]) from 1990 through 1996. Findings were consistent with previous research showing that the age of the offender at first offense and first commitment differentiated recidivists from nonrecidivists. Additional discriminant factors included pretest WJ-ACH scores in reading, writing, math, and skills; improvement in academic achievement in writing and skills; and GED performance in science and math, location of residence, and ethnic origin.
Has Public Policy Exceeded Our Knowledge Base? A Review of the Functional Behavioral Assessment Literature
Authors: Nelson J. Ron , Roberts Maura L. , Mathur Sarup R. , Rutherford Robert B.
Published: March 2018

The 1997 amendments to the Individuals with Disabilities Education Act (IDEA) mandate that schools evaluate, through the process of a functional behavioral assessment, students with disabilities who are exhibiting significant behavior problems that lead to suspension and expulsion. We examined the literature on functional behavioral assessment according to external validity and assessment with regard to its cost-benefits (i.e., its effectiveness relative to other approaches, time, and effort). The results indicate that although functional behavioral assessment has shown promise for youth and adults with low-incidence disabilities in clinical settings, evidence regarding its effectiveness when applied to youth with both low- and high-incidence disabilities in school settings is limited. There appears to be no research that has examined the cost-benefits of functional behavioral assessment. Future research needs are discussed.
Teachers' Beliefs about Maltreatment of Students with Emotional/Behavioral Disorders
Authors: Oseroff Andrew , Oseroff Carol E. , Westling David , Gessner Linda J.
Published: March 2018

A national survey of 556 teachers of students with emotional/behavior disorders (E/BD) was conducted to identify special educators' beliefs about child maltreatment among the students they taught. The respondents reported that they believed approximately 38% of their students had been abused physically or sexually 41% had been neglected, and 51% had been abused emotionally. The teachers reported that the behavior of their students, student reports, physical signs, and reports from others led them to believe that abuse or neglect had occurred. Furthermore, they reported that their students displayed many personal and behavioral characteristics often identified as indicators of maltreatment. Of the teachers surveyed, 82% related that they had reported maltreatment and that their reports were made most often to school administrators and least often to the abuse and neglect hotline. Implications for the education and treatment of children who have been maltreated and have E/BD are discussed as well as recommendations for research.
The Future of Research and Practice in Behavioral Disorders: Psychopharmacology and Its School Implications
Authors: Forness Steven R. , Kavale Kenneth A. , Sweeney Dwight P. , Crenshaw Teresa M.
Published: March 2018

Research and practice in special education have only begun to incorporate interventions from other disciplines. Child and adolescent psychopharmacology recently has begun to assert itself as a primary intervention in treatment of children with disruptive behavioral disorders, such as attention deficit hyperactivity disorder. Recent findings in this area will be reviewed along with a brief review of medications used for children with mood or schizophrenic disorders. The article concludes with a discussion of collaborative practice with physicians and families in multi-modal treatment of children with emotional and behavioral disorders. The authors argue that effective special education practice demands such collaboration.