bluuebunny/crossref_metadata_2025 huggingface dataset:
Professional Development for Teachers of Students with ADHD and Characteristics of ADHD
Authors: Zentall Sydney S. , Javorsky James
Published: March 2018

Inservice education has the potential to provide teachers with knowledge and skills that are necessary to manage challenging classroom behavior and improve academic and social/emotional outcomes. To assess the effectiveness of 3 inservice programs that focused on knowledge, understanding, and/or functional-assessment interventions, we identified 49 educators of students with attention deficit-hyperactivity disorder (ADHD) and 196 of their students. Three months after implementing all programs we found improved teachers’ attitudes about and confidence in teaching students with ADHD and improved self-reported ability to provide accommodations. Our findings were documented differentially in a comparison of program type and by real changes in teaching practices and in ratings and observations of student behavior.
A Single-Subject Meta-Analysis of the Effectiveness of Time-Out in Reducing Disruptive Classroom Behavior
Authors: Vegas Kristopher C. , Jenson William R. , Kircher John C.
Published: March 2018

One current area of dispute in the psychological literature is the inclusion of and proper meta-analytic data analysis procedures for single-subject designs. The current single-subject meta-analysis (N = 25) investigated the effect of time-out for the reduction of disruptive classroom behaviors in nondevelopmentally delayed children. Two separate analyses were conducted on the same sample–an effect size generated with a computer program (ITSACORR) and a percentage of nonoverlapping data (PND) score. Results suggest time-out may be most effective with male students below the age of 7. When combined with additional interventions, negative procedures appear to produce the best results. Implications of the current results are discussed including the limited sample size, comparison of meta-analytic methods, and future areas for investigation
Designing, Implementing, and Evaluating Function-Based Interventions Using a Systematic, Feasible Approach
Authors: Lane Kathleen Lynne , Weisenbach Jessica L. , Phillips Andrea , Wehby Joseph H.
Published: March 2018

Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design, implementation, and assessment. In this article, we describe a systematic approach to designing, implementing, and evaluating function-based interventions that was developed by Umbreit, Ferro, Liaupsin, and Lane (2007) and was implemented using a collaborative process with the teacher as the primary interventionist and assessor. Second, we document two experiments conducted using this systematic approach. Results of both withdrawal designs revealed a functional relation between the intervention procedures and the dependent variables. Further, both interventions were rated as socially valid by the teacher and students. Implications for educational practices are discussed.
Sound-Field Amplification to Increase Compliance to Directions in Students with ADHD
Authors: Maag John W. , Anderson Jean M.
Published: March 2018

This study determined the effects of sound-field amplification (SFA) on the speed with which students with attention deficit hyperactivity disorder (ADHD) followed teacher directions. A multiple baseline design was used with 3 elementary-aged students with ADHD to assess the effects of SFA across 4 types of directions: (a) task demand (e.g., get out your math book); (b) high preference activity (e.g., line up for recess); (c) alpha commands (clear, direct, specific instructions); and (d) beta commands (vague multiple instructions given simultaneously). The speed with which all participants followed all 4 types of directions increased. Implications for this easy, relatively inexpensive device as well as areas for future research are discussed.
Wealthy and Wise? Influence of Socioeconomic Status on the Community Adjustment of Previously Incarcerated Youth
Authors: Atkins Trent , Bullis Michael , Yovanoff Paul
Published: March 2018

This longitudinal study of the community adjustment of 531 youth exiting Oregon's juvenile justice system focused on youth categorized as being in either low or high socioeconomic status (SES) groups. The team gathered data before participants exited the corrections system and afterwards by telephone interviews. The study found no statistical difference between the 2 groups in terms of rate of return to the correctional system. Engagement in school and/or work at 6 months postexit was statistically related to similar engagement at 12 months, especially for the high SES group. Receiving community services at 6 months postexit was associated with a lower rate of return for youth from the high SES group, but not for youth from the low SES.
Extending Classwide Social Skills Interventions to At-Risk Minority Students: A Preliminary Application of Randomization Tests Combined with Single-Subject Design Methodology
Authors: Bardon Lisa A. , Dona Daria Paul , Symons Frank J.
Published: March 2018

Disproportionate representation of minority students in special education programs is a continuing issue of concern. A social emotional curriculum, the Promoting Alternative Thinking Strategies (PATHS), was implemented in a classwide and curricular-integrated format with initial effects evaluated for 3 third-grade African American children identified as at risk for special education referral. Effects were examined using direct observations of each target child's cooperative play in a multiple-baseline design across subjects with intervention onset randomized. Visual and randomization test analyses showed increased cooperative play associated with the PATHS intervention. The combined design and analysis may serve as a viable response-to-intervention approach for reducing referral assessment bias of at-risk minority students. Benefits and limitations of the analysis methods and the PATHS intervention are discussed.
Student Threat Assessment in Memphis City Schools: A Descriptive Report
Authors: Strong Ken , Cornell Dewey
Published: March 2018

Threat assessment has been widely recommended as a violence prevention approach for schools, but there are few reports of its implementation. Memphis City Schools adapted the Virginia threat assessment guidelines (Cornell & Sheras, 2006) for use by a centralized team serving 194 schools and a student population of 118,000. This article describes 209 student threats referred for assessment during a single school year and the resulting educational placements and disciplinary consequences. There were no reports of students carrying out any of the violent threats. These results support further examination of student threat assessment as a promising approach to dealing with student threats.
Tier Two Interventions Implemented within the Context of a Tiered Prevention Framework
Authors: Mitchell Barbara S. , Stormont Melissa , Gage Nicholas A.
Published: March 2018

Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention studies conducted within a tiered prevention framework. Results indicated that few studies documented fidelity of Tier 7 implementation prior to the addition of Tier 2 interventions. Methods for identifying students to receive Tier 2 supports varied across investigations, but included teacher nomination, use of student data, and/or screening score results. More than half of the reviewed studies demonstrated use of the Behavior Intervention Program: Check-in/Check-out (BEP/CICO), although social skill instructional groups and academic instructional groups were also employed as Tier 2 interventions. Overall, positive results for reducing problem behavior were reported. In addition, school-based personnel implemented the Tier 2 intervention in nearly half of the investigations. Among studies that reported measures of social validity teacher and student perceptions of the treatments were largely positive. Implications for future research are evaluated using criteria from the Society for Prevention Research (Flay et al., 2005).
Introduction to the Special Issue of Behavioral Disorders: Serving the Needs of Youth with Disabilities through School-Based Violence Prevention Efforts
Authors: Sullivan Terri N. , Bradshaw Catherine P.
Published: March 2018

Youth with disabilities may be at increased risk of involvement in peer victimization and, in some cases, peer-based aggression. This special issue of Behavioral Disorders aims to gain a better understanding of peer-based victimization and aggression among youth with disabilities by exploring variation in the type of violence involvement by disability category. We also seek to identify risk and protective processes for victimization and aggression across individual, peer, family, and school domains, as well as explore the role of situational dynamics. Lastly, we examine the impact of existing youth violence prevention programs on academic outcomes for youth with disabilities. Collectively, the five original articles and two commentaries in the special issue inform our understanding of the ways in which various risk and protective processes and situational factors influence peer-based victimization and aggression among youth with disabilities. Implications of this work are discussed regarding the development, implementation, and/or evaluation of school-based youth violence prevention programs in an effort to better serve the needs of youth with disabilities.
A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance
Authors: Haydon Todd , Hawkins Renee , Denune Hillary , Kimener Lauren , Mccoy Dacia , Basham James
Published: March 2018

ABSTRACT: The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on a worksheet or completing problems presented on an iPad. Based on visual analyses, students solved more math problems correctly in less time and demonstrated higher levels of active engagement in the iPad condition as compared to the worksheet condition. Social validity assessments indicated that the teacher and three students preferred the iPad condition to the worksheet condition during the math lessons. A discussion on study limitations, implications, and future research directions is included.
A Validation of the Student Risk Screening Scale for Internalizing and Externalizing Behaviors: Patterns in Rural and Urban Elementary Schools
Authors: Lane Kathleen Lynne , Menzies Holly M. , Oakes Wendy P. , Lambert Warren , Cox Meredith , Hankins Katy
Published: March 2018

ABSTRACT: We report findings of two studies, one conducted in a rural school district (N = 982) and a second conducted in an urban district (N = 1,079), offering additional evidence of the reliability and validity of a revised instrument, the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE), to accurately detect internalizing and externalizing behaviors. The SRSS-IE was modified to include seven additional items characteristic of internalizing behaviors. Items were developed based on information gleaned from current measures and the existing knowledge base as well as teaching experience with students with emotional or behavioral disorders. The original 7 items developed by Drummond (1994) were retained, resulting in a total of 14 items (SRSS-IE14). Scoring procedures remained the same as with the SRSS, with elementary teachers evaluating each student on each item using a 4-point Likert-type scale. In both studies, we examined item-level data, internal consistency, and factor structure. Results supported retention of five of the seven additional items, yielding the SRSS-IE12. In the second study, we explored and established convergent validity of the SRSS-IE12 as well as the two subscales (SRSS-E7, seven original externalizing items, and SRSS-15, five retained internalizing items) with the Systematic Screening for Behavior Disorders (H. M. Walker & Severson, 1992). Limitations and future directions are offered, including how to use information in designing Tier 2 and Tier 3 intervention supports.
Improving Behavior by Using Multicomponent Self-Monitoring within a Targeted Reading Intervention
Authors: Bruhn Allison , Watt Sarah
Published: March 2018

Many researchers have documented the interrelatedness of reading and behavior (McIntosh, Sadler, & Brown, 2012). Thus, research examining the best way to intervene with students who exhibit problems in both skill sets is merited. Recently, taking an integrated approach to reading and behavioral intervention has been suggested (Mooney, Ryan, Uhing, Reid, & Epstein, 2005; Stewart, Benner, Martella, & Marchand-Martella, 2007). In this study, we examined the effects of integrating a multicomponent self-monitoring intervention into a targeted reading classroom. Specifically, we used an ABAB withdrawal design (Kennedy, 2005) to determine the presence of a functional relation between a multicomponent self-monitoring intervention and the academic engagement and disruptive behavior of two middle school girls with reading and behavioral problems. Limitations as well as implications for research and practice are included.
Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects
Authors: Maggin Daniel M. , Fallon Lindsay M. , Sanetti Lisa M. Hagermoser , Ruberto Laura M.
Published: March 2018

The present study investigated the effects of an intensive training protocol on levels of paraeducator fidelity to a group contingency intervention used to manage the classroom behavior of students with EBD. A multiple baseline design across classrooms was used to determine whether the training was associated with initial and sustained increases in treatment fidelity. Data were also collected on the effects of paraeducator use of the group contingency program on rates of paraeducator, teacher, and student behavior. Results indicated that the training package was associated with immediate increases in paraeducator fidelity, which were subsequently sustained following the removal of systematic performance feedback on paraeducator adherence to the protocol. The implementation of the group contingency program by paraeducators also led to increases in the rates of interactions between paraeducators and students, increases in the rates of teacher instruction, and decreases in the rates of aggressive behavior by students. Findings of the study are discussed within the context of developing effective training methods for paraeducators working alongside students with EBD.
The Relationship between Victimization at School and Achievement: The Cusp Catastrophe Model for Reading Performance
Authors: Sideridis Georgios D. , Antoniou Faye , Stamovlasis Dimitrios , Morgan Paul L.
Published: March 2018

We evaluated the relationship between victimization and academic achievement from a nonlinear perspective using a cusp catastrophe model. Participants were 62 students with identified learning disabilities (LD) using statewide criteria in Greece. Students participated in a 2-year cohort-sequential design. Reading assessments involved measures of word accuracy, pseudoword accuracy, and reading comprehension using a standardized reading battery. Victimization was assessed using the Olweus (1993) questionnaire. Analysis involved estimation of the cusp model with the dependent variable (word accuracy or reading comprehension) being predicted by pseudoword or word decoding (the asymmetry factor) and victimization (the bifurcation or splitting factor). We hypothesized that the relationship between word and pseudoword decoding or reading comprehension and word decoding would be disrupted by the presence of high levels in victimization. That is, increased victimization following a critical point would be associated with unpredictable, sudden, and nonlinear changes in students’ achievement in reading. Results were consistent with this hypothesis. Specifically, achievement in word decoding and reading comprehension entered a state of uncertainty (chaos) when victimization reached a certain threshold value. Consequently, victimization may not only affect emotional functioning but also seriously disrupt both reading achievement and self-regulatory processes related to reading.
Psychometrics and Measurement Invariance of the Emotional and Behavioral Screener
Authors: Lambert Matthew C. , Epstein Michael , Ingram Stephanie , Simpson Amy , Bernstein Seth
Published: March 2018

Many students who exhibit behavioral and emotional problems during adolescence often show less severe problems in school in early grades. Screening for these early indicators can help educational professionals direct support to students who are more likely to benefit from increased support. The screening protocol needs to be psychometrically sound, accurate in identifying students at risk, and resource efficient. The present study explored the psychometric properties of a brief behavioral screener-the 10-item Emotional and Behavioral Screener (EBS)-for a sample of 5,109 first-grade students assessed as part of a universal screening process. Confirmatory factor analysis and Rasch measurement techniques were used in conjunction to evaluate the factorial validity, item quality, rating scale functioning, and measurement invariance across gender of the EBS. Results indicated that the EBS has largely strong psychometric properties, with a few notable exceptions: potential multidimensionality, significant differential item functioning across gender, and only moderate differentiation between rating-scale categories (i.e., response options). Limitations and directions for research to clarify some remaining questions about this screening procedure are also discussed.
Direct Observation of Teacher and Student Behavior in School Settings: Trends, Issues and Future Directions
Authors: Lewis Timothy J. , Scott Terrance M. , Wehby Joseph H. , Wills Howard P.
Published: March 2018

Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an overview of the importance of direct observation in the field of EBD and current direct observation strategies and behavioral targets, as well as an analysis of the strengths and limitations of direct observation. Recommendations, including the possible expansion of traditional direct observation metrics, are discussed.
State-Level Analysis of School Punitive Discipline Practices in Florida
Authors: Gagnon Joseph Calvin , Gurel Sungur , Barber Brian R.
Published: March 2018

The purpose of this study was to identify statewide trends in school approaches to student discipline and examine the associations between punitive discipline practices and student, school, and local education agency (LEA) characteristics. In addition, we compared punitive disciplinary practices for schools and LEAs that do and do not allow corporal punishment. Publicly available data from the 2010–2011 Florida Department of Education and Common Core of Data were used to assess associations between (a) punitive discipline practices (i.e., suspensions, expulsions, restraints, corporal punishment, and changes of placement) and student characteristics (i.e., grade level, gender, and race), (b) punitive discipline practices (without corporal punishment) and school and LEA characteristics, and (c) school use of corporal punishment and school and LEA characteristics. Results of descriptive comparisons, tests of association, and multilevel regression analyses indicated that schools with higher ratios of (a) students receiving free and reduced lunch and (b) Black or African American students more frequently employed punitive discipline practices, and that punitive discipline practices were disproportionately used with males and Black or African American students. We provide additional results and implications for research, policy, and practice.
The Effects of Schema-Based Instruction on the Mathematical Problem Solving of Students With Emotional and Behavioral Disorders
Authors: Peltier Corey , Vannest Kimberly J.
Published: March 2018

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using a multiple baseline across participants design. Visual analysis and a non-parametric effect size (ES) demonstrate improvement in problem-solving accuracy for grade-level word problems involving addition and subtraction of two-digit integers without regrouping. Tau- U ESs for four participants ranged from 63% to 98%. The students and special education teacher reported the intervention package was socially valid.
Increasing Opportunities to Respond for Students With Internalizing Behaviors: The Utility of Choral and Mixed Responding
Authors: Messenger Mallory , Common Eric Alan , Lane Kathleen Lynne , Oakes Wendy Peia , Menzies Holly Mariah , Cantwell Emily D. , Ennis Robin Parks
Published: March 2018

Increasing students’ opportunities to respond (OTR) is a low-intensity strategy effective in increasing engagement. Building on the work of Haydon and colleagues, we compared two types of OTR, choral and mixed (70% choral, 30% individual), to examine the utility of these strategies in increasing active student responding and accuracy during mathematics for two elementary-age students with internalizing behaviors. Results indicated the general education teacher implemented both OTR strategies with high fidelity with limited university support. However, results of this alternating treatment design were unable to distinguish either choral or mixed responding as superior to the other. Results suggested one student showed high active student responding with less than 80% accuracy, whereas the other student was highly accurate but responded less than 75% of the time. In the discussion, we highlight reasons why the two OTR strategies had similar effects on student outcomes, consider implications of these findings, and provide direction for future inquiry.
The Effects of Deep Pressure Therapies and Antecedent Exercise on Stereotypical Behaviors of Students With Autism Spectrum Disorders
Authors: Losinski Mickey , Cook Katie , Hirsch Shanna , Sanders Sara
Published: March 2018

In the past decade, the number of children diagnosed with an autism spectrum disorder (ASD) has steadily increased. A common characteristic of ASD is the presence of stereotypical behaviors (e.g., hand flapping, echolalia), which some have suggested may be associated with heightened arousal and/or anxiety. The purpose of this study is to compare antecedent interventions that have been used to decrease stereotypical behaviors in three elementary students with ASD by modulating arousal. Using a single-case alternating treatments design across participants, we compared the relative efficacy of antecedent exercise with two forms of deep-pressure therapy (DPT; compression vest and weighted blanket). Results of the current study found mixed effects for the interventions, with DPT providing little reduction of stereotypical behaviors and antecedent exercise (riding a stationary bike) providing improvement in two of three cases. Implications for practitioners and future research are provided.
Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder
Authors: Flanagan Timothy F. , DeBar Ruth M.
Published: March 2018

A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of areas remain to be explored including whether TBFA can be applied to populations beyond those with developmental disorders and whether modifications typically employed in traditional FAs (e.g., idiosyncratic functions) can be applied to TBFA. The present study built upon existing research by completing TBFA with a student identified with an emotional behavioral disorder (EBD), modifying conditions to explore idiosyncratic variables that may be responsible for problem behavior, and including the classroom teacher during the TBFA.
Longitudinal Associations Between SWPBIS Fidelity of Implementation and Behavior and Academic Outcomes
Authors: Kim Jerin , McIntosh Kent , Mercer Sterett H. , Nese Rhonda N. T.
Published: March 2018

The purpose of this study was to examine associations between implementation fidelity of school-wide positive behavioral interventions and supports (SWPBIS) and student outcomes over time. The sample included 477 K–12 schools across 10 states implementing SWPBIS for varying numbers of years and at varying levels of fidelity (but with 78% of schools at or above established fidelity criteria). Results indicate that, in general, schools showed a decline in office discipline referrals (ODRs) and out-of-school suspensions (OSSs) over 3 years. SWPBIS fidelity of implementation was positively associated with initial levels of ODRs and OSSs, and the relations between fidelity and OSSs varied based on years of SWPBIS implementation. Levels of fidelity did not predict change in ODRs or OSSs. Despite no statistically significant associations between fidelity and student academic outcomes, schools that had implemented SWPBIS for 3 years or more had higher achievement in mathematics after controlling for prior achievement.
Mainstreaming Young Emotionally Disturbed Children: Rationale and Restraints
Authors: Meisels Samuel J. , Friedland Seymour J.
Published: March 2018

Young emotionally disturbed children have only recently been intentionally integrated into regular classrooms. In this paper, reasons are presented concerning why young behaviorally disordered children have not previously been identified or assisted in participating in mainstreamed classrooms. It is argued that in order for these children to profit from the experience of the regular classroom, two general conditions must be met. First, the regular classroom structure, typical teacher behaviors and established patterns of relationships with parents must be modified. Second, the potential of a modified regular classroom to meet all of the therapeutic needs of young disturbed children should be carefully assessed. The addition of a specialized clinical milieu may be a necessary concomitant of mainstreaming for many children with behavioral disorders.
A Developmental Approach to Educating the Disturbed Young Child
Authors: Wood Mary M. , Swan William W.
Published: March 2018

This paper presents an approach to working with emotionally disturbed and autistic young children which is based upon developmental constructs. The Developmental Therapy curriculum is described and evidence of progress is presented for 106 handicapped preschool children receiving Developmental Therapy. The Developmental Therapy curriculum includes a sequence of 146 developmental milestones which are clustered into stages reflecting social and emotional growth in children from approximately age two to twelve years. Within each stage of Developmental Therapy four curriculum areas are defined: Behavior, Communication, Socialization, and (Pre) Academics. They are derived from four processes of adjustment: doing, saying, caring, and thinking. By incorporating these processes into the four curriculum areas and by sequencing them into major emotional milestones, long range goals and short term objectives for social-emotional growth are established and incorporated into a child's individualized education program (IBP). To explore the hierarchical validity of the Developmental Therapy Objectives Rating Form (DTORF), the primary instrument used in Developmental Therapy to measure emotional growth, 87 children were evaluated over a nine month period. An analysis of the data indicated the a priori orderings of the objectives in each area were very close to those yielded by statistical analysis of the DTORF ratings of the subjects. In a preliminary study of agreement between raters using the DTORF an overall 68 percent agreement was obtained. Subsequently, in four separate locations, DTORF data were collected on a total of 106 severely emotionally disturbed, autistic, or mixed handicapped young children. The results in one school year indicate progress in each area of Developmental Therapy and reflect a hierarchical integration across stages.
Some Issues in the Area of Behavioral Disorders and the Schools in Hawaii and the Pacific Basin
Authors: Voeltz Luanna , Donellon Sally
Published: March 2018

Delivering educational services to children with behavioral problems in Hawaii and U.S. Trust territories in the Pacific is an awesome task. Yet, as the fiftieth state, Hawaii is the key to the development and implementation of special educational services to children in the geographical area. The vast distance between the mainland and Hawaii creates unique problems in assisting children with problems. The article attempts to analyze and discuss many of these issues.
Self-Control: Methods for Child Training
Authors: Polsgrove Lewis
Published: March 2018

This article reports results from field research on training children in methods of behavioral self-control—an effort that has developed from interest in the generalization and maintenance of behavior and from concerns raised by educational “humanists.” Presented are concepts related to the process and acquisition of self-control, a research review, and a discussion of the implications of the research for training teachers and exceptional children.1 Two research and training procedures were identified: self-management methods and cognitive methods. Several self-management studies have concluded that children may maintain appropriate behavior following a training period in which external controls are gradually yielded to them. In most studies, however, because competing external stimuli were uncontrolled, children may have improved their ability to identify these rather than developed self-control. Although laboratory research suggests that cognitive training methods are potentially powerful, this has not been clearly demonstrated in field studies.2
Youth between the Cracks
Authors: Glick Barry
Published: March 2018

The numbers of youths who previously have been served within the traditional child welfare systems, but now are refused services based upon the labels given to them, are on the rise. Additionally, professionals in the human services continuously are frustrated by the perceived mismatch that exists between the services available and the types of behaviors demonstrated by youth.
Academic and Intellectual Functioning of Adjudicated Adolescents: A Status Report Based on Randomly Selected Case Studies
Authors: Reilly Thomas F. , Bullock Lyndal M.
Published: March 2018

One hundred eighty-eight randomly selected case studies of adjudicated adolescents were analyzed for the purpose of determining the (A) intellectual level, and (B) the scholastic achievement levels in the areas of reading and arithmetic.
Practical Suggestions for Establishing Group Homes
Authors: Williams Bernard F.
Published: March 2018

The trend in juvenile corrections is toward community-based programs and from institutions. However, this move is often made with little or no prior planning, and the result is a “mini-institution” in the community or programs that fail shortly after beginning. Several suggestions are given that the planner of such programs should give consideration prior to establishing a community-based group home in order to prevent such failures.
Biophysical Bases of Autism
Authors: Menolascino Frank J. , Eyde Donna R.
Published: March 2018

This paper reviews a variety of biophysical variables which contribute to autism or autistic symptoms. Now that autism is viewed no longer as a certain outcome of poor and ineffectual parenting or irreversible biophysical factors, parents as well as teachers can function as developmental change agents for the delayed child. Lastly, the nature and manifestations of psycho-biological variables are discussed in terms of the need for individual yet comprehensive educational interventions and family support services.
Current Applications of Biofeedback Technology to the Problems of Children and Youth
Authors: Strider Fred D. , Strider Mary Ann
Published: March 2018

The ability of people to self-regulate physiological functioning through the use of sophisticated biofeedback instrumentation has been well-documented in the past 10 years. This article reviews the current theory and techniques of biofeedback, and summarizes the use of such procedures with handicapped and normal children and youth. Resources for parents, counselors, and educators are provided. Biofeedback techniques have been used with children as young as six years of age. The level of intellectual functioning does not appear to be a contraindicating factor. Temperature and electromyographic biofeedback training have been used successfully with handicapped children. The effectiveness of electroencephalographic training has not yet been well-documented.
Mild, Moderate and Severe EH: An Empty Distinction?
Authors: Olson Judy , Algozzine Bob , Schmid Rex E.
Published: March 2018

While it is common for a distinction to be made between mild, moderate, and severe levels of emotional disturbance, little empirical evidence exists to support such a distinction. This investigation obtained teachers' opinions as to the extent to which certain characteristics of emotionally disturbed children should be considered within mild, moderate, or severe subcategories. Five characteristics were thought to be descriptive of mildly disturbed children, and five were thought most descriptive of severely disturbed children; no consensus was obtained with regard to the moderately disturbed subgroup.
Ecological Disturbance: A Test of the Matching Hypothesis
Authors: Curran Thomas J. , Algozzine Bob
Published: March 2018

Ecological theories of emotional disturbance emphasize the interactions between the child's unique characteristics and reactions of others to those features as critical components in defining disturbance. In this study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. An analyses of of the teachers' ratings of the child's likelihood of success in a regular classroom suggested that tolerance was influential in the teachers' decisions regarding the child. The implications of the results are discussed with regard to assumptions underlying ecological theory, and as support for the potential benefits of ecological matching of teachers and children.1
The Effects of Individually Designed Reinforcement Schedules on Attending and Academic Performance with Behaviorally Disordered Adolescents
Authors: Platt John S. , Harris Jasper W. , Clements J. Eugene
Published: March 2018

The usefulness of individual reinforcement schedules in maximizing the attending to task and math percentage correct of BD/LD adolescents is examined. A method for systematically determining an individual reinforcement schedule is presented. Results indicate that individual reinforcement schedules are important to the academic success of some adolescent BD/LD students. The authors conclude that the ability to determine and utilize individual reinforcement is an important technique for teachers of BD/LD adolescents.
Personality Characteristics of Teachers of Behavior Disordered Children
Authors: Soldan Philip W.
Published: March 2018

Five teachers (judged to be effective teachers of behavior disordered children) were administered the Edwards Personal Preference Schedule and participated in an informal interview. A set of personality characteristics of effective teachers of the behavior disordered emerged. Such teachers tend to have a strong need for the following: dominance, intraception, affiliation, achievement, and succorance; and tend not to have a strong need for endurance, change, abasement, and aggression. Other important traits include a strong self-concept, a relationship orientation, a balance between introversion and extroversion, an ability to establish authority as a teacher (but not in an authoritarian manner), and patience.
Parents as Facilitators in Developing an Individual Approach to Parent Involvement
Authors: Edgar Eugene , Singer Tracey , Ritchie Carol , Heggelund Mimi
Published: March 2018

A pilot program, involving the use of parents as consultant-trainers in parent involvement workshops, is described. Ratings by participants immediately after the workshops indicated satisfaction with the training format; however, follow-up evaluation suggested that parents may not be ideal as workshop facilitators.
A Four-Year Evaluation of Consulting Teacher Service
Authors: Knight Martha F. , Meyers Herman W. , Paolucci-Whitcomb Phyllis , Hasazi Susan E. , Nevin Ann
Published: March 2018

This study evaluated the effects of consulting teacher service on the reading and math achievement of mildly handicapped children. Results of a four-year comparison of three schools with service and three schools without service indicate significantly greater child achievement gains achieved in the service schools the first year, and that these gains were maintained for the remaining three years of the projects.1
The School Consultation Committee: An Approach to Implementing a Teacher Consultation Model
Authors: Mcglothlin Jane E.
Published: March 2018

Approaches to providing consultation through “experts” external to the school building, or through assigning consultation activities to special education with full-time direct teaching duties, are fraught with problems. An alternative approach is to establish a School Consultation Committee, composed of skilled regular and special education teachers, the building principal, and ancillary personnel. An outside consultant trains the committee to screen referrals, pinpoint and assess discrepancies between teacher expectations and child performance as well as to design, implement, monitor, and evaluate intervention plans. Preliminary results indicate that the School Consultation Committee is an effective approach for supporting behaviorally disordered pupils in the educational mainstream.
The Relationship of Behavior Problems to Developmental Deficits in Children with Behavior Disorders
Authors: Center David B.
Published: March 2018

The purpose of this study was to examine the assumption in the Developmental Therapy model that there is a close relationship between presenting behavior problems and developmental deficits. The assumption was tested by running a stepwise, backward multiple regression analysis on scores obtained for 33 subjects on two instruments used in the Developmental Therapy model to assess presenting behavior problems and developmental deficits. The analysis failed to support the assumption that the two classes of variables are related.
Public School and Mental Health Services to Severely Behavior Disordered Students
Authors: Grosenick Judith K.
Published: March 2018

The National Needs Analysis Project in Behavior Disorders has examined numerous issues in the general area of behavior disorders. The purpose of this article is to present one specific aspect of that global effort: public school and mental health services to severely behavior disordered children and youth. Through analysis of national data and site visits to selected states information was gathered on the state-of-the-art of this topic. Data indicate that the largest number of severely behavior disordered students are served within the public schools. However, out-of-district placements and school demission techniques frequently keep such students less visible. Mental health services, particularly “state hospitals” appear to serve as one frequently used step in the progression out of the public schools, especially for adolescents. Lack of collaboration between public schools and mental health services does not enhance the delivery of appropriate service.
Issues in the Education of Emotionally Disturbed Children
Authors: Algozzine Bob , Sherry Lee
Published: March 2018

Major issues facing educators and clinicians in the field of emotional disturbance in children and youth are centered around providing appropriate services to this population. Three major problems are discussed in relation to helping disturbed children. They are: (1) issues pertaining to assessment practices; (2) issues pertaining to the nature of emotional disturbance; and (3) issues pertaining to the treatment of emotional problems. Because of the wide range of theoretical backgrounds of practitioners in the field and because of non-standardized practices in defining, identifying, placing, and treating disturbed children these issues continue to cause widespread disagreements among professionals when implementing treatment programs. The need for objectively defining emotional problems and rationally designing programs to meet individual child needs is stressed.
Is Isolation Room Time-Out a Punisher?
Authors: Smith Donald E. P.
Published: March 2018

The commonly held assumption that time-out intervention, as represented by use of an isolation room, constitutes a punisher is disputed on empirical and theoretical ground. Consistent, unemotional use of T-O, without ancillary punishers, is shown to result in typical extinction curves (rather than the steeper gradient of punishment curves) for both autistic and mentally impaired children with widely different abrasive behaviors. Such curves ordinarily result from withdrawal of either a positive or a negative reinforcer. But “maladaptive” classroom behaviors are thought to be maintained by negative reinforcement, the reduction of stress (an aversive stimulus) following agression. Thus, extinction of “maladaptive” behavior will result from withdrawal of the aversive stimulus, (i.e., escape from classroom-induced stress). The danger of using punishers and the therapeutic value of reduced environmental stimulation (RES) are pointed out.
The use of Sociodrama as a Therapeutic Technique with Behavior Disordered Children
Authors: Creekmore Nancy N. , Madan Avi J.
Published: March 2018

In the mid 1940s J. L. Moreno developed a technique, psychodrama, to help individuals cope with personal and interpersonal problems. This technique was modified to encompass problems encountered by entire groups of individuals. The modified approach, which includes involved spontaneous dramatization of these problems, was called sociodrama. Although there has been a paucity of research regarding the use of sociodrama as a therapeutic technique for behavior disordered children, it appears to hold potential in this respect. The present article discusses the characteristics of children with behavior disorders, and illustrates how their needs might be met through the use of sociodrama. A basic outline of the prerequisites and production techniques is given, along with the specific benefits afforded to both children with behavior disorders and their teachers. The relative ease of implementation within a classroom setting, coupled with the potential advantages for both teachers and students point toward the inclusion of this therapy technique with behavior disordered children.
Dimensions of Maladaptive Behavior among Kindergarten Level Children
Authors: Mcdermott Paul A. , Watkins Marley W.
Published: March 2018

Recent public and professional policy commitments have stimulated programs for early detection and classification of childhood maladjustment. Many of these programs draw behavioral observation information from classroom teachers working with children at preschool levels. Inasmuch as it may be suspected that preschool children would display patterns of maladjustment somewhat different from those associated with later childhood and adolescence, it is important to determine whether and how such differences are manifest. To this end, 173 children from a general kindergarten population were observed and rated by teachers using the Bristol Social Adjustment Guides. Principal-components factor analysis with varimax rotation extracted three dimensions of maladaptivity (i.e., general overreaction, socioemotional constriction, and unforthcomingness). Whereas the former dimensions are commonly manifested among children at all age levels, unforthcomingness is considered uniquely reflective of children's reactions to developmental, social, and environmental transition. The prevalence and implications of these factor dimensions among kindergarten children are reported, and their relationship to other known dimensions of early childhood maladjustment is discussed.
Alternative Education for Behavior Disordered and Delinquent Adolescent Youth: What Works — Maybe?
Authors: Mesinger John F.
Published: March 2018

Following a review of all publications on alternative education listed in The Education Index from 1974 through July, 1981, a selection of articles for analysis was made. Those articles were selected for their focus on applications to behavior disordered and delinquent youth. After a discussion of the origins of and recent developments in alternative education, the articles were reviewed according to the trend toward definition and assertion of civil rights of these particular children and the trend toward the right to a free and appropriate education of exceptional children in the least restrictive environment. The article also considers the problems likely to attend a clash of these rights when an element of punishment, such as in-school suspension, is involved.
A Comparison of Parent and Child Perception of the Child's Behavior
Authors: Pierce Lois , Klein Helen
Published: March 2018

When children are brought to a clinic because of behavioral disturbances, parents are usually asked to complete several forms, including ones which describe the children's behavior. In this study children as well as parents were asked to complete the behavioral description form. Of 52 items on the questionnaire, a significant level of agreement (p ≤ .05) was found on only 7 items, suggesting that parent and child perceive the child's behavior differently. Because clinicians and others dealing with children often depend solely on the parent's description of behavior in the evaluation process, they need to be aware of this discrepancy when making use of behavior rating forms during the evaluation of children with behavior problems.
Handling Physical Problems among Students with Behavioral Disorders
Authors: Knapczyk Dennis R.
Published: March 2018

Some students exhibit behavioral disorders because of physical problems and not because of instructional problems. When this occurs, instructional efficiency can be reduced until the student receives the treatment he needs. Because physical problems among school-age children often go undetected, teachers working in programs for the behaviorally disordered must be prepared to identify and handle any physical problems which interfere with the instruction of their students.