bluuebunny/crossref_metadata_2025 huggingface dataset:
The Road to Personal Freedom
Authors: Ludi Dale Carter , Martin Leslie
Published: December 2008

Discusses a curriculum for reversing self-defeating tendencies in youth with disabilities by building skills in areas such as communication, self-understanding, creative thinking, and problem solving
Evaluating a Multicomponent Program for Enhancing the Self-Determination of Youth with Disabilities
Authors: Abery Brian , Rudrud Liz , Arndt Katrina , Schauben Laura , Eggebeen Ann
Published: December 2008

Provides a preliminary evaluation of the effectiveness of a recently developed multicomponent educational and support program
Comprehensive Assessment of Children and Youth with ADHD
Authors: Burcham Barbara G. , DeMers Stephen T.
Published: December 2008

Outlines relevant issues—medical and educational/psychological—in assessment of children with ADHD
Eight Elements to Guide Goal Determination for IEPs
Authors: Edelen-Smith Patricia
Published: December 2008

Shows how the value of an IEP may be enhanced through the use of eight elements that add personal values and validity for participants developing IEP goals
Sheltered Instruction for Students with Learning Disabilities Who Have Limited English Proficiency
Authors: Echevarria Jana
Published: December 2008

Makes the core curriculum accessible to students with limited English proficiency through the use of a content-driven instructional method
Dyslexia Revisited: History, Educational Philosophy, and Clinical Assessment Applications
Authors: Rooney Karen J.
Published: December 2008

Provides an overview of dyslexia, clarifies terminology, and gives guidelines for evaluation of individuals with language-processing problems
Writing Process Versatility
Authors: First Cynthia G. , MacMillan Bob , Levy Colleen
Published: December 2008

Demonstrates versatility through the use of three prewriting activities with color-coded clustering
Portfolio Assessment: Opportunities and Challenges
Authors: Carpenter C. Dale , Ray Marissa S. , Bloom Lisa A.
Published: December 2008

Describes portfolio assessment use in special education, provides recommendations, and discusses future directions
Treatment Acceptability: Determining Appropriate Interventions Within Inclusive Classrooms
Authors: Polloway Edward A. , Bursuck William D. , Jayanthi Madhavi , Epstein Michael H. , Nelson Janet S.
Published: December 2008

Discusses the likelihood that teachers will accept various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing
New Technology for Researching Special Education Law
Authors: Maloney Melinda
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.-AGR
Adapting a Problem-Solving Approach to Teaching Mathematics to Students with Mild Disabilities
Authors: Salend Spencer J. , Hofstetter Elaine
Published: December 2008

Offers guidelines for adapting, implementing, and assessing a problem-solving approach to teaching math concepts and skills
Phoneme Awareness and the Role of the Educator
Authors: Jerger Margaret A.
Published: December 2008

Describers phoneme awareness, available assessment measures and training programs, and remediation strategies teachers can use
Families of Children with Learning Disabilities
Authors: Dowds Barbara Noel , Hess Deborah , Nickels Paula
Published: December 2008

Offers a collaborative model for special educators and parents to use in devising specific strategies parents can use in the home for children with learning disabilities
Forging Effective Interagency Partnerships for Service Delivery to Students with Behavioral Disorders
Authors: Crowley E. Paula , Ronquillo Nancy B.
Published: December 2008

We encourage our readers to submit ideas, suggestions, or manuscripts for Spotlight. This feature of Intervention focuses on a specific school program, clinic, camp, or individual concerned with special and remedial education. We would be pleased to assist our readers in developing an article for this column.—GW
Advanced Skills for School Success
Authors: Archer Anita , Gleason Mary
Published: December 2008

New Products is a regular department that describes recently published teaching materials or tests. It is usually written by the staff of the publisher or by the author of the material or test. Suggestions for this column should be sent to Ann Grasso Ryan, Column Editor, University of St. Thomas, 2115 Summit Ave., St. Paul, MN 55105.--AGR
Does Your School Have a Peaceful Environment? Using an Audit to Create a Climate for Change and Resiliency
Authors: Embry Dennis D.
Published: December 2008

A powerful tool for helping administrators, teachers, and community leaders to create more peaceful schools and communities is described
The Kimmie's Kids Plan
Authors: Tomlinson Kimmie E. , Bender Renet L.
Published: December 2008

In-depth description of a multielement program for reducing violence in schools
Struggling Readers Don't Work at Reading
Authors: Dayton-Sakari Mary
Published: December 2008

I lay it down as an educational axiom that in teaching you will come to grief as soon as you forget that your pupils have bodies.
Bringing Therapeutic Wilderness-Program Ideas into the Classroom
Authors: Milner Diane , Nisbet John , Bacon Ellen
Published: December 2008

This article discusses a wilderness camp program for children with social and behavioral problems and provides a detailed approach for applying the program ideas in a public school setting.
Children Who Are Homeless: Implications for Educators
Authors: Yamaguchi Barbara J. , Strawser Sherri , Higgins Kyle
Published: December 2008

Families with children are the fastest growing group of homeless persons in the United States. Although children who are homeless may not consistently attend school, this topic is of concern to educators because these children have been reported to display academic and emotional problems and poor social skills. This article reviews the definition and demographics of the population of students who are homeless; effects of homelessness on developmental, psychological, behavioral, and academic growth; legal mandates regarding this group of students; and barriers to education. Recommendations are presented for fostering success in the classroom for students who are homeless.
Friendship and Stories
Authors: DeGeorge Katherine L.
Published: December 2008

Friends are people who know and like each other. All human beings need and want to share the common bond of friendship with others. Traditionally, making friends is viewed as a natural and simple ongoing process. Children with disabilities, particularly learning disabilities, do not always make friends as effortlessly and easily as do their nondisabled peers. Through the use of children's literature, children with learning disabilities can be taught valuable skills that will enable them to make and maintain friendships.
Behavior Modification for Children and Youth with Exceptionalities
Authors: Simpson Richard L.
Published: December 2008

Behavior modification is clearly one of the most efficacious tools available to professionals who work with children and youth with special needs. However, this widely used tool is often implemented in an incorrect or less-than-optimal fashion. In response to this problem, the present article identifies essential features of behavior modification programs relative to their use with children with exceptionalities.
Facilitating Inclusion with Integrated Curriculum
Authors: Reisberg Leon
Published: December 2008

Integrated curriculum is a model that minimizes instruction in isolated academic disciplines by combining goals and objectives from a variety of areas. Teachers using integrated curriculum may select a subject for instruction and include related topics from other areas in the unit plan. Students with special needs often require instruction in life/independent living, social, and academic skills; however, those subjects are not normally included in the content of general education classrooms. By using an integrated curriculum model, teachers can infuse skills from these areas into the typical content focused on in the classroom.
How Do Your Classroom Rules Measure Up? Guidelines for Developing an Effective Rule Management Routine
Authors: Rademacher Joyce A. , Callahan Kevin , Pederson-Seelye Vicki A.
Published: December 2008

Effective classroom management procedures promote independent learning and success for all students in classrooms that are productive, orderly, and pleasant. A classroom rule management routine—a systematic instructional process used by teachers to guide students toward successful rule compliance in the classroom, on the job, and in the community—should be part of every teacher's comprehensive classroom management system. This article presents guidelines for developing an effective rule management routine, including procedures for planning, teaching, and evaluating the effectiveness of classroom rules. Drawing on field-based observations and recommendations from current literature, the authors detail five specific steps for planning effective classroom rules and procedures.
Book Notes
Authors: Chandler Rita , Ritalin Beyond
Published: December 2008

Beyond Ritalin by Stephen W. Garber, Marianne Daniels Garber, and Robyn Freedman Spizman, Harper Perennial, 1997. 255 pp., $13.00 paperback. (Available from HarperCollins Publishers, 212/207–7174)
Functional Assessment: A Systematic Process for Assessment and Intervention in General and Special Education Classrooms
Authors: McConnell Mary E. , Hilvitz Perry B. , Cox Carol J.
Published: December 2008

As part of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997, local education agencies (LEAS) are required to conduct a functional assessment and develop a Behavioral Intervention Plan for students with disabilities when their behavior is an issue. This article describes a 10-step process that educators can use when conducting functional assessment in the schools. Also included is a case study designed to assist the readers in completing the aforementioned forms.
Rubrics and Their Use in Inclusive Science
Authors: Finson Kevin D. , Ormsbee Christine K.
Published: December 2008

General education teachers are increasingly finding themselves faced with the challenge of providing instruction for all students, including those with learning and behavior problems. Because of the emphasis on experiments and active learning, science classes seem to be one of the most accessible—and accessed—subjects for inclusive programming. However, science instructors are not always as skilled at assessing learning as they are at designing and delivering instruction. A method that can be used to objectively and individually assess the achievement of students with learning and behavior problems is rubrics. When implemented effectively, rubrics can be used to more accurately reflect student achievement and help the educator in determining if remediation is needed.
Children's Mental Health Policy: Challenging the Future
Authors: Knitzer Jane
Published: December 2008

Professionals have recently recognized the depth and complexity of emotional and behavioral disorders of America's children. Among those who grasped the scope of the problem early, some have taken strides toward creating more useful concepts and practices, including reconsiderations of issues involving the child's family, treating intensive problems, community locus for services, and multicultural considerations. Such innovations are not predestined to survive and prosper; however, proponents of the new approaches must take steps to raise the chances that gains will be solidified. We need to broaden the base of research and knowledge, establish mechanisms ensuring collaborative work across the disciplines, pass laws that will support the changes, offer help to children before they are identified with emotional and behavioral disorders, train professionals in the new service delivery concepts and practices, and reform mechanisms for financing services.
Evaluating Behavioral and Emotional Disorders with the CBCL, TRF, and YSR Cross-Informant Scales
Authors: McConaughy Stephanie H.
Published: December 2008

A model of multiaxial empirically based assessment is described that incorporates standardized rating scales for obtaining parent, teacher, and self-reports of behavioral and emotional problems. Special emphasis is placed on the cross-informant scales of the 1991 scoring profiles for the Child Behavior Checklist (CBCL), Teacher's Report Form (TRF), and Youth Self-Report (YSR). Their application to the federal special education definition of Serious Emotional Disturbance (SED) is illustrated in a case example. Data from multiple sources are applied to criteria for SED to determine eligibility for special education services.
The School Transitions Project: A Comprehensive Preventive Intervention
Authors: Jason Leonard A. , Weine Andrew M. , Johnson Joseph H. , Danner Karen E. , Kurasaki Karen S. , Warren-Sohlberg Luann
Published: December 2008

Some children who transfer into new schools are at risk for later school and life difficulties. Such children often enter the new schools with several life stressors and academic lags, and they are often members of lower socioeconomic status groups. Described are a series of preventive interventions for high-risk elementary school transfer children. All transfers initially received an orientation program. Some children received no further interventions, others were provided tutoring in the school, and others were provided school tutoring plus parent tutoring. The findings from several cohorts are described. The implications of designing and implementing preventive interventions for children undergoing school transitions are discussed.
When, How, and Why Educational Placement Decisions Are Made
Authors: Hallenbeck Betty A. , Kauffman James M. , Lloyd John Wills
Published: December 2008

Students with emotional or behavioral disorders are frequently placed in restrictive settings, yet we have little knowledge or understanding of the decisions leading to these placements. We interviewed educators involved in decisions to place two students with emotional or behavioral disorders in a special regional day school program. We were particularly interested in information regarding the rationale, procedures, participants, and contexts of these placement decisions. In these cases we think that the rationale for the decisions was comparatively well developed but that the procedures and participants were not well documented. The contexts of the decisions suggested that the elimination of options on a placement continuum may have had the effect of forcing more restrictive placement.
Systems Change and Services for Students with Emotional/Behavioral Disabilities in Kentucky
Authors: PHILLIPS VICKI , NELSON C. MICHAEL , MCLAUGHLIN J. ROBERT
Published: December 2008

Children and youth with emotional and behavioral disabilities constitute a population with diverse needs that require unique and complex services that may involve multiple human service agencies. The lack of integrated service delivery patterns has meant that the needs of these children have not been adequately met in many states and communities. This paper describes a comprehensive, ongoing effort to redesign services to these children in Kentucky. The process and outcomes are discussed, including emerging issues that impede the delivery of effective services to children and their families. It is anticipated that the Kentucky experience may prove beneficial to planners in other states and local areas.
Substance Use Prevention and Students with Behavioral Disorders
Authors: MORGAN DANIEL P.
Published: December 2008

The use of alcohol, tobacco, and other drugs is a serious problem in the United States today. Some groups of individuals are more vulnerable to illegal substances than others; one such group is students with behavioral disorders. The purpose of this article is to describe what we know about preventing substance use among students with behavioral disorders. The extent of the problem of substance use is examined first. Second, the reasons why some students are at risk for substance use are explored. The effectiveness of different types of substance use prevention programs is reviewed, and several school-based curricula that have potential for use with students with behavioral disorders are highlighted. Finally, recommendations for research and practice in the area of substance use prevention for students with behavioral disorders are offered.
The Social Behavior And Peer Relations Of Emotionally And Behaviorally Disturbed Students In Residential Treatment
Authors: Farmer Thomas W. , Stuart Carolyn B. , Lorch Nina H. , Fields Elaine
Published: December 2008

This study investigated the social relationships formed in two self-contained classrooms of a residential school by examining students' social network centrality, sociometric status, playmate associations, and peer assessments of behavioral characteristics and personal attributes. The results of the social network centrality analyses indicated that all students were integrated into their classrooms' social structure. Students who affiliated in peer clusters tended to be similar on certain personal attributes such as gender, age, or interests in specific recreational and leisure activities. Students who had the highest levels of social network centrality generally were older and had higher levels of peer-assessed prosocial behavior, athletic ability, and sociometric status than students with lower levels of social network centrality. Implications concerning social interventions for children with emotional and behavioral disorders are discussed.
Characteristics Of Children And Adolescents With Serious Emotional Disturbance In Systems Of Care. Part I
Authors: Singh Nirbhay N. , Ellis Cynthia R. , Landrum Timothy J. , Donatelli Lucia S. , Hampton Christianne
Published: December 2008

This is the first of a series of investigations designed to study the characteristics of children and adolescents with serious emotional disturbance (SED) who are currently being served in various systems of care, ranging from community-based services to psychiatric hospitalization and residential placement. The sociodemographic, medical, psychological, and educational records of all children and adolescents admitted to a child and adolescent psychiatric hospital during a fiscal year were reviewed. Of the 321 consecutive admissions during the study period, official educational placement data were available from the students' home schools for only 250. These 250 students were grouped according to their educational status prior to admission: (a) students not identified as handicapped for educational services (46%, n = 116); (b) students identified as SED (36%, n = 91); and (c) students with other disabilities, such as mental retardation and learning disabilities (LD) (18%, n = 43). The data were analyzed for the total study sample as well as for the three groups in terms of the following variables: gender, age, race, residential status at admission, psychiatric history, prior outpatient history, substance abuse, criminal record, type of referral (voluntary vs. involuntary), source and reason for referral for psychiatric services, psychiatric diagnosis at discharge, and medication at admission and at discharge. Significant differences among the three groups were found on a number of variables, including gender, psychiatric history, prior outpatient treatment, psychiatric diagnosis, and medication. These findings are discussed in terms of systems of care needed for children and adolescents with and without SED.
Parenting Stress and ADHD
Authors: Baker David B.
Published: December 2008

Parenting stress experiences in families who have children with Attention-deficit Hyperactivity Disorder (ADHD) are receiving increased attention in the research literature on ADHD. In studies to date, evaluations of parenting stress have relied almost exclusively on maternal reports. This study compared reports of parenting stress between mothers and fathers in 20 sets of parents of children with ADHD. Results showed little difference between maternal and paternal reports of parenting stress in such families. Child behavior, socioeconomic status, and years married contributed more to parenting stress than did parent gender.
Replication of the Systematic Screening for Behavior Disorders (SSBD) Procedure for the Identification of At-Risk Children
Authors: Walker Hill M. , Severson Herbert H. , Nicholson Fulvia , Kehle Thomas , Jenson William R. , Clark Elaine
Published: December 2008

The Systematic Screening for Behavior Disorders (SSBD) procedure was implemented by 58 teachers within a series of elementary schools in the state of Utah; a total of 1,446 elementary-school children were screened in this process. The focus of this investigation was upon replication of the procedural integrity and outcomes of the SSBD screening-identification procedure for children with school-related behavior disorders. The study results indicated that the SSBD could accurately and efficiently identify children in need of special services, thus confirming results of prior research. In addition, it was shown that the SSBD was viewed as cost efficient by its school-based users primarily because it (a) required less professional time than traditional school referral and assessment processes, and (b) allowed for the systematic, proactive screening of all students. The SSBD procedure also was preferred as an initial screening device by the majority of participating teachers and related-services professionals involved in its implementation.
Seriously Emotionally Disturbed Students' Knowledge and Attitudes About AIDS
Authors: Singh Ashvind N. , Zemitzsch Alice A. , Ellis Cynthia R. , Best Al M. , Singh Nirbhay N.
Published: December 2008

In recent years, the prevalence of human immunodeficiency virus (HIV) infection and acquired immunodeficiency syndrome (AIDS) has dramatically increased in many segments of our population, including adolescents. Specific subgroups of adolescents have been identified as being at increased risk of acquiring HIV infection due to their high-risk behaviors and lack of basic knowledge regarding AIDS. Using a 50-item AIDS questionnaire, this study surveyed the AIDS knowledge and attitudes of 220 adolescents with serious emotional disturbance (SED), a group particularly vulnerable to HIV infection. Although the majority of the students knew the main modes of HIV transmission, the students' ages and race were related to their level of knowledge, and there were a number of common misconceptions reported by the students. In terms of students' attitudes toward behaviors that might lead to HIV infection and tolerance of those with AIDS, this study found that gender, race, and age were predictive in various subscales. These findings highlight the need for comprehensive AIDS education to address the knowledge deficits and permissive attitudes regarding high-risk behavior seen in some students with SED.
Identifying and Assessing Community-based Social Behavior of Adolescents and Young Adults with EBD
Authors: Bullis Michael , Bull Bruce , Johnson Pattie , Johnson Brian
Published: December 2008

Adolescents and young adults (ages 15 to 25) with emotional and behavioral disorders (EBD) experience difficulties living in society in large part because of social skill deficits in interacting with peers and adults. Our research first identified and described community-based social behaviors for persons with EBD by following the behavioral analytic model, then used this information to develop measures of these behaviors. Three measures were developed: male and female forms of the Test of Community-based Social Skill Knowledge (TCSK), the Scale of Community-based Social Skill Performance (CBSP), and Behaviors That Are Undesirable for Living and Leisure in Society (BULLIS). In the TCSK, the young person is presented with a number of social interactions between peers or adults and four alternative responses of varying effectiveness to each interaction. The young person then states which alternative is most like what he or she would do if involved in such a situation. The CBSP is a behavior-rating scale completed by a person knowledgeable about the individual's social skill performance in community placements. The BULLIS is a self-report measure of antisocial behaviors that is administered individually. The measures were field-tested, and psychometric analyses were conducted. These results generally were acceptable, demonstrating adequate reliabilities and discriminant power to differentiate between persons with and without EBD.
A Comparison of the Homework Problems of Secondary School Students with Behavior Disorders and Nondisabled Peers
Authors: Soderlund Jennifer , Bursuck Bill , Polloway Edward A. , Foley Regina A.
Published: December 2008

Increased concern over the academic proficiency of American students has led to a variety of proposals to reform the U.S. educational system. A part of these calls for reform has been an increased emphasis on homework. As students with behavior disorders are more frequently included in general education classrooms, a better understanding of their homework skills is needed. The present study examines the homework problems of secondary school students with behavior disorders as compared to secondary school students with no disabilities—as rated by their teachers and parents—using the Homework Problem Checklist. Analyses of both parent and teacher responses reflected significant differences between the two student groups on virtually every checklist item. Suggestions for future research and implications for practice are discussed.
Behavioral Characteristics of Children and Youth at Risk for Out-of-Home Placements
Authors: Quinn Kevin P. , Newman Dianna L. , Cumblad Carla
Published: December 2008

Currently, the interagency, community-based system-of-care model for serving children and youth with emotional and behavioral disorders (EBD) and their families enjoys hegemony among professionals in mental health and related fields. The widespread adoption of the model has been based largely on its intuitive appeal, potential economic advantages, and identified shortcomings of previous practices. Recently, increasing emphasis has been placed on the need to expand upon the empirical foundation for the system-of-care model. Precisely identifying the specific characteristics of the individuals for whom system-of-care services are intended or provided is a necessary first step to knowing what works for whom under which conditions. Several investigators have identified general demographic characteristics associated with this population. The present study extended existing research by identifying the specific behaviors in which children and youth with EBD engage that put them at risk for placements outside their homes and/or communities and, therefore, make them candidates for community-based, system-of-care services. Descriptive data are provided for identified behavioral risk variables. Underlying structures among these behaviors are identified using factor analysis. Implications for service provision and future research are discussed.
Peer Ratings of Internalizing and Externalizing Problems in Inpatient and Elementary School Children
Authors: Epkins Catherine C.
Published: December 2008

Some reliability and validity indices of peer ratings of internalizing (depression, anxiety) and externalizing (aggression) behaviors were explored for elementary school ( n = 142) and inpatient ( n = 86) 8- to 12-year-old children. Interrater reliabilities for the peer ratings were very good (all above .94) for both samples on all types of behaviors. Peer ratings corresponded significantly with child self-reports on all three traits in both the elementary school and inpatient samples in both the younger (ages 8 and 9) and older (ages 10, 11, and 12) children and in both girls and boys. Peer ratings of depression and aggression corresponded significantly with teacher ratings of those same traits in both samples; however, on anxiety, peer–teacher correspondence was not significant in both samples. For both older and younger children, as well as boys and girls, same-trait peer–teacher correspondence was significant on both depression and aggression, with correspondence on anxiety significant for boys and older children and nonsignificant for girls and younger children. Inpatient children were rated significantly higher by their peers than elementary school children on all three traits. Both samples of children self-reported significantly more depression and anxiety than their peers reported, and inpatient children self-reported significantly less aggression than their peers reported. The potential utility of peer ratings is discussed.
The Influence of Rate of Presentation During Taped-Words Interventions on Reading Performance
Authors: Skinner Christopher H. , Johnson Carol W. , Larkin Martha J. , Lessley Dorothy J. , Glowacki Margaret L.
Published: December 2008

An adapted alternating treatments design was used to investigate the effects of two taped-words interventions on word list reading in three elementary students with behavioral and learning problems. Three equivalent sets of 15 unknown words were constructed and assigned to three different conditions: fast taped-words (FTW), slow taped-words (STW), and one of two assessment-only control conditions. During FTW, students were instructed to read aloud with an audiotape that delivered 15 words in 15 seconds (one word each second). During STW, 15 words were delivered in 75 seconds (one word every 5 seconds). Both taped-words interventions resulted in greater increases in accuracy and rates of accurate reading than did control conditions. One student performed slightly better under FTW. The other two students performed better under STW. Results are discussed in terms of modeling accurate reading, modeling reading rates, pacing, and opportunities to respond.
Identification and Placement of Students with Serious Emotional Disturbance. Part I
Authors: Oswald Donald P. , Coutinho Martha J.
Published: December 2008

Research on students with serious emotional disturbances (SED) suggests that these children are significantly underidentified. National special education data bear out this conclusion to a large extent. However, the rate at which U.S. public schools identify children as SED varies considerably across states. The relationships between those rates of identification and a set of demographic and economic variables that have been found to be important in earlier work were examined in this research. Significant correlations were found between SED identification and several state economic variables. A regression analysis indicated that variation in per pupil revenue explains about one fourth of the variance in identification rates. Significant differences were found among groups of states based on region, elementary and secondary expenditure, per pupil revenue, and per capita income. Regional differences were maintained, even when the effects of per pupil revenue were removed. The implications of these findings for public policy and special education planning and service delivery are discussed.
The Child and Adolescent Services Assessment (CASA)
Authors: Ascher Barbara H. , Z. Farmer Elizabeth M. , Burns Barbara J. , Angold Adrian
Published: December 2008

The Child and Adolescent Services Assessment (CASA) is a self- and parent-report instrument designed to assess the use of mental health services by children ages 8 years to 18 years. The CASA includes 31 settings covering inpatient, outpatient, and informal services provided by a variety of child-serving providers and sectors. This instrument collects information on whether a service was ever used and more detailed information (length of stay/number of visits, focus of treatment) on services used in the recent past. A description of the instrument, information on interviewer training and coding of data, psychometric data on clinical samples, and a case study are presented.
Effects of Direct Instruction, Cooperative Learning, and Independent Learning Practices on the Classroom Behavior of Students with Behavioral Disorders
Authors: Nelson J. Ron , Johnson Andrea , Marchand-Martella Nancy
Published: December 2008

The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders. Results indicated that there were distinct differences in the classroom behavior of the students during the direct instruction condition. In this condition, they displayed higher rates of on-task behavior and lower rates of disruptive behavior relative to the cooperative learning and independent learning conditions. There appeared to be little or no differences between the classroom behavior of the students during the cooperative learning condition and that during the independent learning condition. The results suggest (a) that the instructional sequence underlying direct instruction practices reduces the disruptive behavior of students, and (b) that instructional practices may serve as an aversive stimuli in classrooms.
Patterns in Middle School Discipline Records
Authors: TOBIN TARY , SUGAI GEORGE , COLVIN GEOFF
Published: December 2008

Two exploratory studies describe chronic discipline problems as recorded in referrals to the principal. In the first study, students who were chronically referred throughout their middle school career were identified ( n = 18). In addition to establishing that each student had a problem of long duration, a measure of the density of the behavior problem was taken (i.e., the highest number of referrals received in a single term). Two contrasting groups were formed to develop hypotheses about which events in the first term of Grade 6 predicted continued discipline problems. The second study was a comparison of discipline patterns for violent behaviors (e.g., fighting, vandalism, harassment) and nonviolent behaviors (e.g., disruption, skipping class, insubordination) for students with serious discipline problems ( n = 36) from three middle schools. The use of school discipline referral patterns is discussed as a means of checking the need for additional assessments (e.g., functional assessments of problem behaviors, social skills assessments), enhancing our understanding of students' problem behaviors, and constructing preventive interventions.
Disappearing Depression in a Population Sample of Boys
Authors: ANGOLD ADRIAN , ERKANLI ALAATTIN , LOEBER ROLF , COSTELLO E. JANE , VAN KAMMEN WELMOET BOK , STOUTHAMER-LOEBER MAGDA
Published: December 2008

Although there is evidence that rates of depressive disorders increase during adolescence in girls, the data on the effects of age on depression in boys have been contradictory. In order to shed further light on this issue, the Short Mood and Feelings Questionnaire (SMFQ) was administered to a general population sample of approximately 1,500 boys ages 6 to 15 years, during four annual interviews. Longitudinal analyses revealed a substantial decrease in reported depressive symptoms between the ages of 8 and 11. The implications of these findings for developmental epidemiological research on depression are discussed.
Homework-Related Communication Problems
Authors: BUCK GLENN H. , BURSUCK WILLIAM D. , POLLOWAY EDWARD A. , NELSON JANET , JAYANTHI MADHAVI J. , WHITEHOUSE FRANCIS A.
Published: December 2008

Homework-related communication problems that are experienced in the general education classroom by students with disabilities were researched in order to determine the perspectives of special education (SE) teachers. Initially, school principals were asked to randomly select special educators to participate in a survey, resulting in a list of 1,088 teachers. These teachers then were mailed a survey on homework problems to complete. A total of 576 (52.9%) of the SE teachers responded. The results indicated that the teachers perceived a number of homework-related communication problem areas as more serious than others. Most problematic were areas relating to (a) the role of general education (GE) and SE teachers in the homework process, (b) unfavorable parental attitudes toward homework, (c) the low level of communication about students' homework provided by GE teachers to the SE teacher, and (d) the lack of time for communicating with parents due to the demands of paperwork and record keeping. Findings were generally consistent with those of an earlier exploratory study and a parallel study that surveyed the perceptions of GE teachers on similar questions. Implications for future research are presented.
School-Based Prevention of Adolescent Suicide
Authors: MILLER DAVID N. , DuPAUL GEORGE J.
Published: December 2008

Adolescent suicide continues to be a major concern among parents and school-based professionals. Because of the increased rate of adolescent suicide in recent years and the controversy surrounding the school's role in prevention, a variety of adolescent suicide-prevention efforts have been proposed. In this review, a number of adolescent suicide prevention procedures are examined, along with available empirical research regarding their effectiveness. Although research in this area is somewhat limited, school personnel are nevertheless encouraged to be proactive in leading school-based prevention efforts. Conclusions and recommendations for school-based practitioners are presented.
The Cross-Ethnic Equivalence of Measures Commonly used in Mental Health Services Research with Children
Authors: CUNNINGHAM PHILLIPPE B. , HENGGELER SCOTT W. , PICKREL SUSAN G.
Published: December 2008

The development and validation of culturally competent mental health services requires that culturally equivalent instrumentation be used in evaluations of such services. Unfortunately, cross-ethnic equivalence has rarely been examined for research instruments commonly used with Black and White children. In a sample of 117 juvenile offenders with diagnosed substance abuse or dependence disorders and considerable psychiatric comorbidities, the present study examined the cross-ethnic equivalence of several measures commonly used by services researchers to tap contextual correlates (i.e., parental symptomatology, family relations, peer relations) of serious emotional disturbance in children. Results indicated that associations between these measures and criterion measures of youth' behavior problems and social competence did not vary as a function of ethnicity. Thus, the findings support the cultural equivalence of the measures used in this study; as such, they support the validity of findings from studies that have used these measures with Black and White youth and their families.
Family Relational Problems
Authors: MASH ERIC J. , JOHNSTON CHARLOTTE
Published: December 2008

The role of family relational problems in the assessment and treatment of psychopathology, including the relationship between family and individual disorders, is considered in this article. The study of family relational problems is placed in historical context, and methods and domains in the assessment of family problems are discussed. Consideration is given to how family relational problems are to be defined and diagnosed, and current classification schemes are reviewed. Methods of family treatment and their efficacy are used to illustrate the importance of family problems within the field of clinical science. Recommendations for how family relational problems may best be conceptualized within the broader arena of psychopathology are offered.
Strengthen School and Community Capacity
Authors: McLaughlin Margaret J. , Leone Peter E. , Meisel Sheri , Henderson Kelly
Published: December 2008

Creating capacity in schools and communities promotes academic, social, and emotional competence for all students, including those with serious emotional disturbance as well as those with incipient or identified emotional or behavioral disorders. Capacity building in school settings is a multifaceted systemic process implemented through a flexible continuum of school-based primary prevention, early intervention, and intensive intervention services. This comprehensive approach recognizes that school environments can be adaptive systems with the potential to prevent or ameliorate behavior problems. Successful capacity-building efforts are closely tied to other target area initiatives, especially collaborating with community agencies and establishing partnerships with families. We draw on the research on educational restructuring and an analysis of case studies of system change to identify cross-cutting themes important to the implementation of capacity-building efforts. Implications for sustaining capacity-building efforts are also discussed.
Family Friendliness of Community-Based Services for Children and Adolescents with Emotional and Behavioral Disorders and Their Families
Authors: Singh Nirbhay N. , Curtis W. John , Wechsler Hollis A. , Ellis Cynthia R. , Cohen Robert
Published: December 2008

In systems of care, the term family friendly is used to describe services that are aligned with the needs of the families and delivered in a manner that shows professionals value and respect family involvement, empowerment, and cultural differences. The authors devised a 42-item structured observation instrument to rate the family friendliness of one component of the systems of care in Virginia for children with emotional and behavioral disorders (EBD) and their families. The instrument covers typical aspects of the meeting process, such as meeting management, case presentation, and formulation of service plans. It also allows for the collection of data on relevant characteristics of the meeting participants as well as demographic information on the children and their families. This instrument was used to rate the family friendliness of Family Assessment and Planning Team (FAPT) meetings, the purpose of which is to develop community-based service plans for children with EBD who are referred to the team. These teams meet in local communities and typically consist of representatives from the local juvenile court, education, health, mental health, and social service agencies. The authors observed 79 case presentations at 31 FAPT meetings in 7 localities. Although there were variations within, between, and among localities, the overall rating of family friendliness across all case presentations was good (63%). Improvements in the FAPT process are needed to assure increased family friendliness in the planning of services for children with EBD and their families.
The Course of Elementary and Secondary School Students with SED Through Their Special Education Experience
Authors: Mattison Richard E. , Felix Bernard C.
Published: December 2008

Students who entered special education for children with serious emotional disturbance (SED) during elementary or secondary school were followed up 8 years later on average to learn characteristics of the course of their SED: duration, placement settings, and educational disposition at the time of discontinuation of their SED services. The 78 elementary students with SED averaged slightly more than 4 school years of SED services, and a majority experienced placement in SED classrooms both in general education schools and in separate SED centers. The 95 secondary students with SED averaged a little over 2 school years of placement, primarily in SED centers. At follow-up, 74% of the younger students had experienced either a successful outcome (47%) or were still in SED programming (27%). In the secondary group, the students were more likely to have an unsuccessful (58.9%) rather than a successful (40.0%) outcome. Given the serious problems of students with SED at enrollment, SED classrooms may improve their educational prognosis more than anticipated.
The Impact of Economic and Parental Characteristics on Juvenile Misconduct
Authors: Prochnow Jane E. , DeFronzo James V.
Published: December 2008

Data from a U.S. national survey of 303 parents ages 35 to 54 who had had at least one child were analyzed. The potential relationships of parental characteristics to several measures of children's misconduct were evaluated with regard to predictions made by the Social Learning, Control, and Strain theories of delinquency. The results provided at least partial support for all three theories. The two characteristics most consistently found to promote delinquency were a Strain variable—extreme economic distress to the point of being unable to provide necessary food, medical care, and shelter—and a Control variable—parental mental illness. Implications for theory, future research, and social policy (such as welfare reform) are discussed.
Challenges in Conducting Family-Centered Mental Health Services Research
Authors: Koroloff Nancy M. , Friesen Barbara J.
Published: December 2008

In this article, the authors provide an analysis of the challenges facing researchers as they respond to the ideas that guide family-centered services and incorporate these themes into research focused on improving services for children with emotional, behavioral, or mental disorders and their families. The concept of “family-centered services” has emerged only recently as a generally well understood set of practice principles. Traditional approaches to conducting mental health research have not yet responded to the fundamental changes in thinking about service delivery evoked by a family-centered service system. The authors examine the fit between traditional mental health research and family-centered services and provide an introduction to the articles in this special issue.
Building a Model of Family Caregiving for Children with Emotional Disorders
Authors: Mcdonald Thomas P. , Gregoire Thomas K. , Poertner John , Early Theresa J.
Published: December 2008

In this article we describe the results of an ongoing effort to better understand the caregiving process in families of children with severe emotional problems. We make two assumptions. First, we assume that these families are essentially like other families but are faced with a special challenge in raising and caring for their special children while at the same time performing the multiple tasks and demands faced by all families. Second, we assume that public policy and programs must be supportive of the care of these children in their own homes and communities whenever possible. The purpose of this article is to present a model of family caregiving that draws broadly from available theory and empirical literature in multiple fields and to subject this model to empirical testing. We use structural equation modeling with latent variables to estimate an empirical model based on the theoretical model. Results of the model testing point to the importance of the child's external problem behaviors and the family's socioeconomic status and coping strategies as determinants of caregiver stress. Other findings highlight difficulties in measuring and modeling the complex mediating process, which includes formal and informal supports, perceptions, and coping behaviors. The use of structural equation modeling can benefit our efforts to support families by making explicit our theories about the important dimensions of this process and the relationship between these dimensions, which can then be subjected to measurement and validation.