bluuebunny/crossref_metadata_2025 huggingface dataset:
Overview of Research on Social Interaction: A Historical and Personal Perspective
Authors: Shores Richard E.
Published: March 2018

This article presents a review of research on social interaction that was conducted by the author, students, and colleagues, primarily at George Peabody College for Teachers of Vanderbilt University. The article traces the history and presents both successes and failures of our research in gaining information regarding the development of social interaction skills of handicapped (i.e., behaviorally disordered and mentally retarded) children. Several suggestions are made for future research and development areas. The article does not represent a comprehensive review, but rather a historical overview of a program of research conducted at Peabody. Each publication cited has incorporated related research from sources other than that completed at Peabody. In order to illustrate the progression of our program of research, the literature presented is consciously limited. The author presents this article as a personal perspective which should not necessarily be considered the perspective of other investigators involved in the research.
Social Problem-Solving Training for Severely Emotionally and Behaviorally Disturbed Children
Authors: Amish Patricia L. , Gesten Ellis L. , Smith Janet K. , Clark Hewitt B. , Stark Cynthia
Published: March 2018

A 15-lesson social problem-solving training program was developed and implemented with 25 severely disturbed children enrolled in a special day treatment school. Trained children generated significantly more alternative solutions at posttesting than did matched control youngsters. Follow-up analyses indicated a larger number of antisocial responses from trained as opposed to untrained children. No adjustment differences were found at posttesting. Issues related to generalization of skill acquisition from the cognitive to behavioral domain are discussed.
Facilitating Communication as a Basis for Intervention for Students with Severe Behavioral Disorders
Authors: Zabel Robert H. , Bauer Anne M. , Sapona Regina H.
Published: March 2018

Current research in the role of teachers as problem solvers and emerging interest in pragmatics have increased the need to study student-teacher interactions and behaviors in context. In view of this recent work which addresses the equivalence of communicative and social competence, a facilitative rather than directive approach with students with autism and severe behavioral disorders seems appropriate for consideration. In this article, current approaches to working with students with behavioral disorders are reviewed. In response to this review, the facilitative approach is posited. The article concludes with a discussion of the research currently emerging from the facilitative approach.
Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders
Authors: Hawkins Jacqueline
Published: March 2018

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.
Mnemonic Instruction of Science Concepts
Authors: Mastropieri Margo A. , Emerick Kim , Scruggs Thomas E.
Published: March 2018

Previous research has documented the severe academic deficiencies of behaviorally disordered students, but little is known regarding optimal strategies for teaching content area information to such students. The purpose of the present investigation was to determine whether mnemonic instruction, previously found effective with other mildly handicapped learners, would be effective with behaviorally disordered students. In addition, this study was intended to extend previous research by evaluating the efficacy of teacher implemented mnemonic instruction, delivered in small instructional groups using adapted classroom curriculum materials over several weeks of implementation time. Behaviorally disordered students were given two units of instruction in science concepts in a crossover design, with each student receiving both mnemonic and traditional instruction. Results indicated that students' learning was significantly improved when instructed mnemonically. Furthermore, mnemonic instruction resulted in very high levels of retention, whereas traditional instruction resulted in significant decreases in delayed recall. Additionally, students reported high levels of satisfaction with the mnemonic materials and procedures. Implications for academic instruction of behaviorally disordered students are provided.
Parents' Ratings of the Acceptability of Behavioral Treatment Recommendations Made in an Outpatient Clinic: A Preliminary Analysis of the Influence of Treatment Effectiveness
Authors: Reimers Thomas M. , Wacker David P.
Published: March 2018

Ratings of acceptability were obtained from 20 parents who came to a behavior management outpatient clinic for assistance with their children's behavior problems. Ratings of treatment acceptability were obtained both before and after a behavioral treatment recommendation was proposed to assess the relationship between acceptability and outcomes of the proposed recommendations. Results indicated that those composites which were significantly related to acceptability initially (disruption and willingness) were shown to have less of an impact on acceptability once the treatment had been attempted. Instead, parental ratings of the effectiveness of the treatment had the largest influence on acceptability. The need to replicate these findings in other settings with a larger population is warranted based on these results.
The Career Ladder Program: Implementing Re-ED Principles in Vocational Settings
Authors: Siegel Shepherd
Published: March 2018

Youths in transition and in programs which address special needs such as mild handicaps and emotional disturbance are often the defining members of a discordant ecosystem. Employment and employer behavior play a crucial role in any successful transition from school to independent adult life. The Career Ladder Program utilizes principles from Re-ED such as team building, affective education, ecosystematic intervention, and long-range enablement planning to address the issues faced by these young people and to facilitate successful transitions. This article outlines some of the relevant principles, dynamics of the transition experience, and examples of how the principles are actually applied.
Moral Discussion Group Interventions: Promising Technique or Wishful Thinking?
Authors: Maag John W.
Published: March 2018

Behaviorally disordered students frequently are arrested in their ability to reach age-appropriate levels of moral reasoning. Moral Discussion Group (MDG) interventions attempt to stimulate moral development, although results of this approach with behaviorally disordered students have been equivocal. More problematic is the effect the MDG process has upon behavior. This article reviews the literature on moral development and MDG interventions related to behaviorally disordered youth. An analysis of this intervention for promoting behavior change is provided. Limitations and recommendations for applying the MDG approach with behaviorally disordered students are discussed.
An Analysis of Individualized Education Programs (IEPs) for Students with Behavioral Disorders
Authors: Smith Stephen W. , Simpson Richard L.
Published: March 2018

Evaluated were 214 Individualized Education Programs (IEPs) of students with behavioral disorders assigned to public school resource, self-contained, and interrelated (i.e., cross-categorical) and residential/institutional special education programs. Federal mandate compliance, number of annual goals, completed short-term objectives, and congruency between annual goals and the present level of performance statement were examined. Descriptive analysis of the results revealed that over one-third of the IEPs lacked necessary mandated components. Differences in number of annual goals and short-term objectives were noted for age groups and delivery models. Incongruencies between present level of performance statement and annual goals were also found across all age groups and delivery models. Implications of these findings are discussed relative to the function of IEPs for students with behavioral disorders.
Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children
Authors: Epanchin Betty C. , Rennells Mary Sue
Published: March 2018

The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.
The Academic Status of Adolescents with Behavioral Disorders
Authors: Epstein Michael H. , Kinder Diane , Bursuck Bill
Published: March 2018

Academic competence and school performance are important to the successful adjustment of pupils. Unfortunately, along with social-emotional deficits, a primary characteristic of behaviorally disordered pupils is an inability to learn from academic instruction. The purpose of this article is to review the research on the academic status of behaviorally disordered adolescents and to identify future research needs and issues. The research needs identified involve sampling techniques, the selection of dependent measures including curriculum-based assessment, the assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables affecting the achievement of adolescents with social-emotional disorders.
Self-Management with Behaviorally Disordered Students in School Settings: A Promise Unfulfilled?
Authors: Hughes Charles A. , Ruhl Kathy L. , Misra Anjali
Published: March 2018

Self-management procedures have been promoted in the professional literature as effective in producing, maintaining, and generalizing behavior changes in behaviorally disordered students. Additional purported advantages are increased student involvement in the behavior change process with a concurrent decrease in teacher involvement. The present review was conducted to evaluate studies of self-management procedures (i.e., self-evaluation, self-instruction, self-monitoring, and self-reinforcement) used with behaviorally disordered students in school settings. While general support for these techniques was found, many procedural concerns must be addressed in future research before educators can use them with confidence and efficiency.
A Study of Persistent Absenteeism and Severely Emotionally Disturbed Adolescents
Authors: Hagborg Winston J.
Published: March 2018

Student absenteeism is an issue of concern both for regular education and emotionally disturbed students. Previous studies have investigated the variables associated with poor school attendance and the later adult adjustment of poor attenders. Studies with severely emotionally disturbed students and absenteeism have been uncommon. This study investigated differences between high and low school attending severely emotionally disturbed adolescents drawn from a school serving this student population. Results, consistent with the author's hypotheses, found that high attenders resided in homes with higher socioeconomic circumstances, demonstrated higher mathematics skills, and exhibited a superior behavioral adjustment (four of six scales of the Revised Behavior Problem Checklist; RBPC). Also, the high attenders were found more likely to travel to and from school by private rather than public transportation. Contrary to the study's hypotheses, the two groups did not differ on gender, race, parental marital status, age, IQ, reading skills, two scales of the RBPC, sociometric ratings, and frequency of discipline problems (crisis intervention). A central focus of the study is the low attenders' home environment and its impact on regular school attendance.
Epidemiologic Data on Seriously Emotionally Disturbed and Learning Disabled Adolescents: Reporting Extreme Depressive Symptomatology
Authors: Maag John W. , Behrens John T.
Published: March 2018

This study examined the relationship between extreme levels of depressive symptomatology and age, gender, and placement label among 465 students served in special education resource programs for the seriously emotionally disturbed and learning disabled. According to cutoff points on the Beck Depressive Inventory-Short Form, students' scores were categorized into either high or low depressive symptomatology groups. Group contrasts on the three epidemiologic variables were made via a logistic regression backward elimination strategy. Hierarchical loglinear analysis with backward elimination was computed on these variables. Gender was the only significant predictor of severe depressive symptomatology, with females more frequently categorized as exhibiting severe depressive symptomatology. Results are discussed in terms of identification and treatment issues.
The Critical Events Scale: Behavioral Profiles of Students with Externalizing and Internalizing Behavior Disorders
Authors: Todis Bonnie , Severson Herbert H. , Walker Hill M.
Published: March 2018

An instrument to identify elementary-aged students who may be at risk for developing behavioral disorders, the Systematic Screening for Behavior Disorders (SSBD) procedure, has recently been normed and field tested in a diverse sample of elementary schools throughout the United States. One of the components of the SSBD, the Critical Events Index, asks teachers to indicate whether students in their classrooms have engaged in behaviors of low frequency but high intensity and salience such as stealing, physical aggression, inappropriate sexual behavior, teacher defiance, and so forth. Two studies are reported. In Study One, teachers in grades 1–5 rated over 850 students on two forms of this instrument — one for externalizers and one for internalizers. In Study Two, 912 students in grades 1–5 in two school districts were rated on a combined form. In both studies, students who were identified by teachers as the highest ranked externalizers and internalizers were found to exhibit strikingly different profiles on the Critical Events Index. Stealing, having tantrums, ignoring teacher reprimands, damaging property, using obscene language, and physical aggression were behaviors engaged in by a large percentage of externalizers, while many of the internalizers exhibited problems such as painful shyness and sad affect. Two case studies are presented to provide more complete behavioral descriptions of students who are identified by the SSBD as candidates for referral to child study teams. Systematic screening of all students for behavioral disorders is advocated since both externalizing and internalizing students are typically underidentified and thus do not access services specifically aimed at their problem behaviors.
Regular and Special Educator Perceptions of Nonacademic Skills Needed by Mainstreamed Students with Behavioral Disorders and Learning Disabilities
Authors: Downing Joyce Anderson , Simpson Richard L. , Myles Brenda Smith
Published: March 2018

This study was designed to solicit teachers' perceptions of nonacademic skills required for students with behavioral disorders and learning disabilities to be successful in mainstreamed settings. Regular class teachers designated nonacademic skills possessed by a learning disabled or behaviorally disordered child recently mainstreamed into their class while special educators designated skills possessed by children recently mainstreamed out of their programs. Special educators indicated to what extent the nonacademic skills were trained in their classrooms. Teachers also assessed the extent to which nonacademic skills were considered in decisions relating to mainstreaming. Results revealed that regular class teachers perceived differences in nonacademic skills as demonstrated by behaviorally disordered, learning disabled, and normally achieving students. Differences were also found between regular and special class teachers' perceptions of the number of skills possessed by recently mainstreamed behaviorally disordered students.
Home-Based Treatment of Disruptive Junior High School Students: An Analysis of the Differential Effects of Positive and Negative Consequences
Authors: Rosén Lee A. , Gabardi Lisa , Miller C. Dean , Miller Larry
Published: March 2018

The effects of two types of home-based treatments designed to reduce the school problems of disruptive junior high school students were investigated. Ten disruptive students were randomly assigned to the two treatments: One program instructed parents to use only positive consequences in response to daily reports brought home from school and the other had parents use a combination of positive and negative consequences. The students whose parents delivered both positive and negative consequences demonstrated a significant decrease from pre- to posttreatment in their rate of referrals to the office for conduct problems. This group also showed a significant pre- to posttreatment decrease in their depression scores on the Children's Depression Inventory. The students whose parents delivered only positive consequences showed no significant pre- to posttreatment changes on these measures. These results are discussed in terms of the importance of “prudent” (calm, concrete, and consistent) negative consequences for the home-based treatment of students with behavior problems.
A Conceptual Scheme for Describing and Evaluating Programs in Behavioral Disorders
Authors: Grosenick Judith K. , George Michael P. , George Nancy L.
Published: March 2018

This article describes a conceptual scheme for guiding comprehensive program description and evaluation in the field of behavioral disorders. Developed systematically over a three-year period with the assistance of numerous professionals from the field, the conceptual scheme presented herein identifies eight essential program components for well-designed district-wide service delivery: philosophy, student needs and identification, goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation.
The Educational Progress of Normal Peers in an Integrated Preschool Class with Autistic Children: A Preliminary Report
Authors: Handleman Jan S. , Harris Sandra L. , Tomchek Leisa , Kristoff Barbara
Published: March 2018

The educational progress of four normal peers integrated for one year into a preschool class with five children with autism was examined with the Learning Accomplishment Profile and the Preschool Language Scale. Both measures showed that the peers, who had functioned at or above age level at the time of admission, made substantial progress in their developmental rate during the 11 months they were enrolled in the integrated classroom. These data support the value to normal children of being in an integrated classroom. The importance of a well-planned curriculum and educationally sophisticated teaching staff is stressed.
Understanding the Social Ecology of Classrooms for Adolescents with Behavioral Disorders: A Preliminary Study of Differences in Perceived Environments
Authors: Leone Peter E. , Luttig Pamela G. , Zlotlow Susan , Trickett Edison J.
Published: March 2018

The study reported here explored differences in environmental characteristics between classrooms for adolescents identified as behaviorally disordered and traditional secondary school classrooms. Using the Classroom Environmental Scale and a measure of school satisfaction, 38 classrooms in six special schools were compared to a normative sample of classrooms. Findings suggest that while some homogeneity exists among programs for behaviorally disordered youth, the perceptions of these students differ qualitatively from students in traditional school programs. In addition, students in special schools perceive order and organization lower and teacher control higher than did students in traditional school programs. Results suggest that student satisfaction with school was related to greater levels of perceived involvement, affiliation, and teacher support for the special students but not for students in the traditional school sample. The study has implications for further research on the assessment of classroom environments and the development of measures appropriate for special and traditional school populations.
Social Problem-Solving Behaviors and Aggression in Young Children: A Descriptive Observational Study
Authors: Neel Richard S. , Jenkins Zoe Neibrugge , Meadows Nancy
Published: March 2018

This study compares the social problem-solving goals and strategies of aggressive and nonaggressive preschool children in naturally occurring play situations. Using the Revised Behavior Problem Checklist, 10 aggressive and 9 nonaggressive subjects were selected from among 88 preschool males, aged 3–1/2 to 4–1/2 years. Both aggressive and nonaggressive preschool boys attempted the same repertoire of social goals and used the same social strategies to achieve these goals. There was a difference, however, in the relative frequency with which various goals were sought. Both groups sought initiation and attention goals most often. Nonaggressive children also favored information and alternative goals, while aggressive children sought to stop or prevent action more often. Both groups used a wide range of strategies, but aggressive children were found to use intrusive strategies more often than nonaggressive children. Implications for future research include (a) reexamining the assumption that social skills training should be directed at increasing the number of alternative responses to social situations; (b) re-considering the use of verbal responses and hypothetical-reflective measures to assess the effectiveness of social skills training; and (c) investigating the link between different social situations and effectiveness of various social skills.
The Memory Performance of Selected Depressed and Nondepressed Nine- to Eleven-Year-Old Male Children
Authors: Osborn Robert G. , Meador Darlene M.
Published: March 2018

Few prior research studies have examined the cognitive functioning of depressed children. The present research determined that selected depressed children have short-term memory processing deficits compared to their nondepressed peers. Overt rehearsal and free recall requirements allowed for direct examination of the effortful process of rehearsal. The major findings of the study indicate that on the average depressed children rehearsed less both in repetition of words and in the size of their rehearsal sets at preselected serial positions. The nondepressed children on the average recalled more words than the depressed children. The present research demonstrates that depressed children have short-memory deficits and thus indicates the need for further research on the characteristics of childhood depression.
The Time Estimation Skills of Students with Emotional Handicaps: A Comparison
Authors: Nelson J. Ron , Smith Deborah J. , Dodd John M. , Gilbert Christina
Published: March 2018

A nonexperimental comparison of the time estimation skills of 16 seventh grade male students with emotional handicaps with those of their nonhandicapped peers was conducted. Results indicate that students with emotional handicaps exhibit significantly poorer time estimation skills than do their nonhandicapped peers. Implications for future research needs and educational practice are presented.
Effective Teachers of Students with Behavioral Disorders: Are Generic Teaching Skills Enough?
Authors: Zabel Robert H. , Kauffman James M. , Wong Kathleen L. H.
Published: March 2018

Although a consensual description of the effective teacher is emerging from recent research, studies have seldom included students classified as behaviorally disordered for special education. Students presenting behavior problems have been included in studies of effective teaching, but available data suggest that these students do not exhibit the severe, protracted disorders typical of those identified as having behavioral disorders. Research related to the classroom behavior, demandingness, and beliefs of effective teachers of nonhandicapped students with behavior problems was reviewed. Given that students with behavioral disorders exhibit particularly severe and protracted conduct problems, it is questionable whether the same generic teaching skills, attitudes, and beliefs shown to be effective with difficult students not identified as handicapped are equally effective with those identified as having behavioral disorders. Generic teaching skills appear to be sufficient for dealing with typical behavior problems. Nevertheless, different attitudes and additional skills may be required for effective teaching of students with behavioral disorders. Further research is needed to define these attitudes and skills.
Social Networks and Social Status in Emotionally Disturbed Children
Authors: Farmer Thomas W. , Cairns Robert B.
Published: March 2018

This short-term longitudinal research investigated the social networks formed by emotionally disturbed children in a residential school. Affiliation patterns were analyzed using both social network analyses and applied sociometric techniques over a 12-week period. The subjects were 10–13 years old. The results indicated that robust peer clusters could be identified in these emotionally disturbed subjects, within-classroom clusters were relatively stable in week-to-week observations, and considerable overlap occurred between the findings of the two measures. Comparisons between the social network analysis and applied sociometric results demonstrate that children who are identified as nuclear members of clusters generally have the highest levels of popularity. Peer-nominated play preferences indicated that cluster members are preferred as playmates by both cluster members and noncluster members. Some methodological and theoretical implications of these findings for the treatment of emotionally disturbed children are discussed.
Social Skills Interventions and Children with Behavior Problems: A Review
Authors: Zaragoza Nina , Vaughn Sharon , Mcintosh Ruth
Published: March 2018

This article reviews 27 studies that examine social skills interventions and their effects on students with behavior problems. Results of these studies indicate that a number of social skills interventions have been successful with children with behavior problems. The social skills interventions yielded changes in self, teacher, and parent perceptions. Peer perceptions seem to be more resistant to change, though, and should be more closely addressed in future research.
Preservice Preparation and Classroom Practices of Teachers of Students with Emotional/Behavioral Disorders
Authors: Gable Robert A. , Hendrickson Jo M. , Young Clifford C. , Shokoohi-Yekta Mohsen
Published: March 2018

A survey was conducted to identify and compare the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. The sample, 111 teachers and 25 teacher trainers (a) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (b) rated the importance of those competencies to teacher effectiveness, and (c) judged the adequacy with which teacher preparation programs are equipping teachers to carry out these responsibilities. Results reveal a general consistency between teachers and teacher educators along these three dimensions in relation to six competency areas: assessment, planning, instruction, behavior management, consulting, and administrative skills. Differences between teachers in self-contained and resource rooms, teachers of elementary versus junior/senior high school students, and those with 5 years or less and 6 years or more teaching experience are discussed.
The Impact of a Wilderness Experience on the Social Interactions and Social Expectations of Behaviorally Disordered Adolescents
Authors: Sachs John J. , Miller Sidney R.
Published: March 2018

The literature clearly supports the thesis that behaviorally disordered students need to develop appropriate social skills and the ability to cope effectively with stressful situations. Although a majority of the literature has focused on the development of social skills in the school setting, other settings such as wilderness programs appear to be viable alternatives to traditional training programs. The primary goal of this study was to evaluate the impact of a modified wilderness program on the cooperative and aggressive behaviors of seriously emotionally disturbed adolescents utilizing standardized measures and direct observation procedures. The second goal was to apply Bandura's self-efficacy theory as a means to understand and evaluate the impact of this intervention procedure. The results of this study indicate that the behaviorally disordered adolescents who participated in the wilderness program had a significant increase in cooperative behaviors, and that the direct observation procedures were significantly more sensitive to changes in the participants' overt behaviors.
Integrating Behavioral and Insight-Oriented Treatment in School Based Programs for Seriously Emotionally Disturbed Students
Authors: Zabel Robert K. , Jones Vernon F.
Published: March 2018

Recent research and theory in both classroom management and the treatment of serious emotionally disturbed students has supported a deemphasis on control while demonstrating the importance of teacher behaviors that assist students in developing essential personal and academic skills. This article describes how insight-oriented treatment based on the works of Masterson and Nielsen can be integrated with behavioristic methods to provide effective treatment in school-based programs for seriously emotionally disturbed students. An overview of the key theoretical concepts supporting an integrated treatment approach is followed by several classroom examples which highlight the methods described in the article.
Severity of Socially and Emotionally Disturbed Boys' Dysfunction at School and Home: Comparison with Psychiatric and General Population Boys
Authors: Mattison Richard E. , Gamble Alan D.
Published: March 2018

Boys aged 6 to 11 years recommended for SED placement were investigated with the Teacher's Report Form and the parent Child Behavior Checklist to determine their severity of dysfunction in both school and home environments. Their scores were also compared with the scores of outpatient and inpatient groups of boys with psychiatric disorders, and a general population sample of boys, all groups from the same geographic area. The teacher ratings for the SED boys were generally mean T scores of 68 or greater, ranked highest among the four groups, and were significantly higher than the outpatient and general population groups. Their parents' ratings were generally mean T scores of 65 or greater, were second in severity to the ratings for the inpatient boys, and were significantly greater than the general population group. Thus, serious degrees of dysfunction were found for these SED boys in both environments.
Research on Improving Behaviorally Disordered Students' Academic Performance: A Review of the Literature
Authors: Ruhl Kathy L. , Berlinghoff Dolores H.
Published: March 2018

Educational researchers have a responsibility to conduct research that addresses current problems and to share their results in a manner that promotes effective implementation by practitioners. Thus, because children and youth identified as meeting criteria for services as behaviorally disordered exhibit academic problems as well as difficulties with social behavior, researchers should be seeking to address needs of practitioners concerned with educating these students. The purpose of this review is to provide both researchers and practitioners concerned with the education of behaviorally disordered students a systematic survey of investigations in the area of academic skill improvement for these students served in public school settings. Commentary on the technical and functional nature of this research and suggestions for future reports are also presented.
Using a Peer Confrontation System in a Group Setting
Authors: Salend Spencer J. , Jantzen Nancy Reid , Giek Karen
Published: March 2018

The effectiveness of a peer confrontation system applied in a group setting was examined using a reversal design. Two groups of students with disabilities educated in a self-contained classroom within a public school program served as subjects for the study. The results show that a peer confrontation system was effective in modifying the inappropriate behavior of the two groups. Student satisfaction data indicate that the students had positive reactions to the system.
Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents
Authors: Cullinan Douglas , Epstein Michael H. , Sabornie Edward J.
Published: March 2018

There is very little information available on personal, educational, and demographic characteristics of seriously emotionally disturbed students based on nationwide data. The present study examined such characteristics and intercorrelations among them based on a national sample of adolescents identified as seriously emotionally disturbed, along with comparable nonhandicapped students. Results provided information about demographic (sex, age, race, population density of student's residence), personal (family structure, medication status), and educational (placements, extent of mainstreaming, related services, years in special education, and teacher information) variables, considered singly and in combination. Results are integrated with existing findings, and research implications are discussed.
Drug Use Patterns of Adolescents with Behavioral Disorders
Authors: Devlin Sandy D. , Elliott Raymond N.
Published: March 2018

The purpose of this study was to examine the relationship between drug use patterns of students identified as behaviorally disordered and a matched group of nonhandicapped students. Drug use patterns of 43 students with behavioral disorders and 43 students without behavioral disorders were assessed through the use of the Typology of Adolescent Drug Use. It was hypothesized that the students with behavioral disorders would evidence more serious drug use patterns more often than the nonhandicapped students. This hypothesis was supported. The implications of these results are discussed.
Effects of Developing Alternative Responses on the Aggressive Behavior of Adolescents
Authors: Knapczyk Dennis R.
Published: March 2018

Two studies investigated the relationship between antecedent events and aggressive behavior of adolescents in school and home settings. Antecedent events were examined to identify conditions contributing to aggressive acts and to indicate alternative responses to the acts. Videotaped samples of social situations were shown to the subjects and used to provide opportunities for modeling and behavioral rehearsal of alternative responses. In one study, treatment was conducted in individual sessions, and in the other, treatment was conducted in a small group arrangement. Results indicate that when the adolescents substituted alternative responses for aggressive acts, decreases occurred in the frequency of aggressive behavior and antecedent events associated with the behavior. Concomitant increases in antecedent events conducive to prosocial behaviors were also noted.
General Educators' Mainstreaming Preferences that Facilitate Acceptance of Students with Behavioral Disorders and Learning Disabilities
Authors: Myles Brenda Smith , Simpson Richard L.
Published: March 2018

Using an analogue method, a survey of general educators in a midwestern suburban school district revealed a general willingness to accept in regular settings students with learning disabilities and behavioral disorders, contingent on appropriate mainstreaming modifications. General educators' participation in mainstreaming decision making was an important factor in accepting students with mild disabilities. Respondents also placed more emphasis on decision-making participation than having mandatory mainstreaming modifications in place in the school system. Data are discussed in relation to current issues in the field of education.
Aggression Replacement Training with Behaviorally Disordered Adolescents
Authors: Coleman Maggie , Pfeiffer Steven , Oakland Thomas
Published: March 2018

This study assessed the effects of a 10-week aggression replacement training program with a group of 39 adolescents with behavioral disorders in residential treatment. Two-thirds of the sample had DSM III-R diagnoses of conduct disorder. Assigned to the treatment group were 25 subjects and 14 subjects were assigned to the control group. Subjects were pre- and posttested on four criterion-referenced measures and one behavior incident measure. Personality characteristics of subjects reflecting possible amenability to treatment were also explored. Results indicate that subjects in the treatment group improved over controls only on one measure: knowledge of social skills. Exploratory analyses indicated that skill knowledge increased across the personality dimensions of self-concept, locus of control, and psychopathy. Strategies are presented for maximizing the probability of demonstrating behavioral gains in future research.
Response to Stimulant Medication across Six Measures of School-Related Performance in Children with ADHD and Disruptive Behavior
Authors: Forness Steven R. , Swanson James M. , Cantwell Dennis P. , Guthrie Donald , Sena Rhonda
Published: March 2018

Children with attention deficit hyperactivity disorder display disruptive behavioral disorders that tend to interfere with academic and social progress and that may respond only partially to classroom management and motivational approaches. Although stimulant medication is seen as a necessary adjunct to treatment in many cases, measurement of response to such treatment is often quite problematic. The present study provides findings on response to treatment with methylphenidate (Ritalin) across six measures of cognitive, academic, and social functioning in 71 boys, ages 7 to 11 years, with attention deficit hyperactivity disorder. Optimal response to this drug was determined in double-blind, placebo, crossover trials, and measurement of response focused on procedures similar to those in actual practice. Response ranged from approximately 18 to 71% across the six measures, suggesting that whether a child can be considered a responder to methylphenidate depends greatly on choice of outcome measure. A clinically therapeutic dosage level for each subject was also used to examine dose effects, and factor analytic results suggest that three of the six measures appeared to tap child behaviors quite different from those measured by traditional means.
High School Dropout and Students Identified with Behavioral Disorders
Authors: Kortering Larry J. , Blackorby Jose
Published: March 2018

This study examined the extent and nature of the high school dropout problem among a sample of students with behavioral disorders It was found that the study sample had a much higher proportion of students who had been dropped out of school than those who had been graduated. The respective subsets of students who had dropped out of school and those who had graduated were compared across measures of demographic characteristics, referral information, and school history. Those who had dropped out of school were found to have experienced significantly more changes in educational service placements, school transfers, and previous releases than had their peers who had graduated. However, both subsets were found to be similar across indices of demographic and referral information. Implications for research and practice are also noted.
Caseloads of Teachers of Students with Behavioral Disorders
Authors: Algozzine Bob , Hendrickson Jo M. , Gable Robert A. , White Richard
Published: March 2018

There is mounting concern among professionals in special education about where students with special needs receive services. The relative dearth of empirical data to guide states, school districts, and teacher preparation programs as teacher roles and instructional responsibilities are redefined is sorely evident. In this study, a factor likely to affect student achievement in special and general classrooms was evaluated. Caseloads were examined for teachers of students classified as seriously emotionally disturbed/behaviorally disordered to compare current service delivery across states and to evaluate hypothetical predictions of student achievement based on different teacher-pupil ratios. The average special education caseload was lower than the student/teacher ratio reported for regular education; the average number of seriously emotionally disturbed/behaviorally disordered students per teacher ranged from 3.1 to 35.0. Based on these figures, hypothetical relations between caseload and predicted student achievement were evaluated. As caseload increased, predicted achievement decreased (in z-score units) and practical differences were evident between states with large differences in caseloads. Implications of the present and suggested future studies are offered.
Present and Future Needs for Personnel to Prepare Teachers of the Behaviorally Disordered
Authors: Center David B. , Kaufman Melvin E.
Published: March 2018

The goal of this study was to assess the need for teacher educators to prepare teachers for the area of behavioral disorders. The data collection instrument was a 17-item questionnaire sent to 128 institutions of higher education; a total of 102 (80%) responded. The data show there is a short-fall of qualified personnel to fill the needs of institutions of higher education for faculty in the area of behavioral disorders.
Classroom Management Strategies: Are They Setting Events for Coercion?
Authors: Shores Richard E. , Gunter Philip L. , Jack Susan L.
Published: March 2018

The purpose of this investigation was to explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as related to the classroom social interactions between teachers and students identified with severe behavior disorders. Additionally, four classroom behavior management strategies are identified as potential setting events for either coercive or positive reciprocal interactions between teachers and students. The literature reviewed indicates that teachers are more likely to attend to student inappropriate behavior (an indicator of coercive interactions) than they are to use positive verbal attention for appropriate behavior (an indicator of positive reciprocal interactions). From this perspective, the authors speculate that the management strategies of posting classroom rules, classroom arrangement, teacher movement in the classroom, and external reinforcement systems (e.g., token economies) may more likely be used as setting events to enhance the effects of teacher coercion rather than potential setting events to enhance positive reciprocal interactions. Recommendations are made for research concerning this hypothesis and for teachers' use of these strategies as setting events for positive reciprocal interactions.
Intervention Aversiveness: Educators' Perceptions of the Need for Restrictions on Aversive Interventions
Authors: Tobin Tary J. , Sugai George
Published: March 2018

A survey was conducted to examine educators' attitudes about interventions that might be used to decrease students' inappropriate behaviors. The purpose of the survey was to determine which interventions are considered aversive and which should be restricted; 158 educators responded. The results imply that educators tend to consider interventions that use physical pain or discomfort, or social humiliation, to be very aversive and tend to favor restricting the use of these interventions. This survey also indicates that educators view many other decelerative interventions as relatively mild aversives that they should be able to use. Implications are discussed in relation to the controversy in the literature over the use of aversive interventions.
Functional Analysis of Classroom Variables for Students with Emotional and Behavioral Disorders
Authors: Dunlap Glen , Kern Lee , Deperczel Maria , Clarke Shelley , Wilson Diane , Childs Karen E. , White Ronnie , Falk George D.
Published: March 2018

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