bluuebunny/crossref_metadata_2025 huggingface dataset:
Alternative Setting-Wide Positive Behavior Support
Authors: Simonsen Brandi , Jeffrey-Pearsall Jennifer , Sugai George , Mccurdy Barry
Published: March 2018

School-wide positive behavior support (SWPBS) has an established evidence base in general education settings, and emerging evidence suggests that SWPBS may be effective in alternative settings (e.g., alternative, residential, or hospital schools; psychiatric hospitals). Given the intense educational and behavioral needs of students typically served in these settings, the critical features of SWPBS (i.e., outcomes, data, practices, and systems) need to be intensified across the implementation continuum (e.g., three tiers) of support. In this article, we document common features of alternative settings and suggest strategies to modify, enhance, and extend the existing practices, structures, and processes in SWPBS to fit alternative settings.
Effects of Check-in/Checkout on Behavioral Indices and Mathematics Generalization
Authors: Mong Michael D. , Johnson Kristin N. , Mong Kristi W.
Published: March 2018

Check-in/checkout (CICO) is a behavioral intervention that is used to provide systematic feedback about a student's behavior at the beginning and end of each school day. The purpose of the present study was to evaluate the effectiveness of CICO on decreasing problem behaviors and the collateral effects on mathematics performance for 4 at-risk elementary school students. A multiple-baseline across-participants design using dyads was used to analyze problem behavior collected through direct classroom observations. As ancillary measures, office discipline referrals per week as well as mathematic performance (i.e., digits correct per minute [DCPM]) were collected for each student. Treatment integrity and acceptability and social validity were also measured. Results indicate a decrease in problem behaviors as well as an increase in DCPM for each participant.
State Special Education Laws for Functional Behavioral Assessment and Behavior Intervention Plans
Authors: Zirkel Perry A.
Published: March 2018

A comprehensive search identified 31 state statutes and regulations specific to functional behavioral assessments (FBA) and behavior intervention plans (BIP) in the special education context. A systematic tabulation of the state law provisions that exceed the rather narrow foundation requirements of the Individuals with Disabilities Education Act (IDEA) revealed that most of these additions were of notably limited scope and specificity, with California being the leading exception. For example, contrary to recommendations in the special education literature, neither the IDEA nor any state special education law requires both a FBA and a BIP when the behavior of a child with a disability interferes with the learning of the child or others. As another example, only 17 state laws provided definitions of FBAs and/or BIPs, and the vast majority of these definitions merely mentioned some of the key elements in the special education literature, such as “function” for FBAs or “interventions” for BIPs. The discussion explores the disparity between the professional literature and the legal requirements, suggesting the need for more scholarship to recognize and address this differentiation.
Prospective Analyses of Childhood Factors and Antisocial Behavior for Students with High-Incidence Disabilities
Authors: Chen Chin-Chih , Symons Frank J. , Reynolds Arthur J.
Published: March 2018

This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted of 1,370 economically disadvantaged, predominantly minority students living in a large urban area. Findings indicated that students with high-incidence disabilities had higher rates of juvenile delinquency and adult crime. Individual (classroom adjustment), family (parent participation in school and child abuse/neglect), and school factors (preschool program participation, school quality, and school mobility) were differentially associated with juvenile delinquency and adult crime while controlling for demographics and early child and family risks. Implications for intervention, policy, and future research to address the needs of students with high-incidence disabilities are discussed.
New Direction for CCBD? Three Studies Examining the Future of the Organization
Authors: Peck Alec , Albrecht Susan Fread , George Cheryl L. , Mathur Sarup R. , Paget Mike , Ryan Joseph B. , White Richard B. , Baker Diana
Published: March 2018

To determine if its current mission and purpose are in line with contemporary issues in the field, the Council for Children with Behavioral Disorders commissioned a 3-year project that included three separate but related studies. This article reports the results of each of those studies and suggests implications of these findings.
The Social Functions of Antisocial Behavior: Considerations for School Violence Prevention Strategies for Students with Disabilities
Authors: Farmer Thomas W. , Lane Kathleen L. , Lee David L. , Hamm Jill V. , Lambert Kerrylin
Published: March 2018

Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based interventions to prevent the involvement of students with disabilities in antisocial behavior. The conceptual foundations of a functional perspective of problem behavior are reviewed along with empirical research on the social factors and processes that contribute to the development and maintenance of antisocial patterns. From this background, the social problems that may occur among students with disabilities are examined as potential risk factors for involvement in antisocial behavior and implications for assessment and intervention are considered from a social functions perspective.
Involvement in Bullying among Children with Autism Spectrum Disorders: Parents’ Perspectives on the Influence of School Factors
Authors: Zablotsky Benjamin , Bradshaw Catherine P. , Anderson Connie , Law Paul
Published: March 2018

Children with developmental disabilities are at an increased risk for involvement in bullying, and children with autism spectrum disorders (ASDs) may be at particular risk because of challenges with social skills and difficulty maintaining friendships, yet there has been little empirical research on involvement in bullying among children with ASD. The current study presents findings from a cross-sectional national survey of 1,221 parents of children with ASDs regarding their children's experience with bullying (as both a victim and a perpetrator), as well as the parents’ perceptions of the school and their involvement in school-based prevention efforts. Structural equation modeling analyses revealed parents rate their child's school climate more negatively if their children had been bullied in the past month. Parents who viewed the school more positively were more likely to be involved in their child's school. These findings highlight the potential role a positive school climate may play in protecting children with ASDs from the harmful effects of bullying, as well as the potential benefits of involving parents in school-based activities. Moreover, the current study identifies children with Asperger's to be at particular risk for being bullied when compared with children with other ASDs.
Teacher Perceptions of Student Needs and Implications for Positive Behavior Supports
Authors: Feuerborn Laura , Chinn Donald
Published: March 2018

ABSTRACT: The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the “buy-in” and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and practices of teachers. To this end, 69 preservice and practicing teachers were provided four fictitious student scenarios and asked to describe potential social, behavioral, emotional, and academic needs and the method in which they would address the needs of these students. Written responses were analyzed using a grounded theory approach, and major themes related to social, emotional, and behavioral supports were identified. Across all responses, we noted both common themes and tensions in teacher perceptions that may have important implications for SWPBS. Differences in responses were noted by level of teaching experience. Different trends were also noted in the responses of teachers in schools implementing SWPBS and those in schools without SWPBS. Detailed results, study limitations, and implications for future research are discussed.
The Theil–Sen Slope for High-Stakes Decisions from Progress Monitoring
Authors: Vannest Kimberly J. , Parker Richard I. , Davis John L. , Soares Denise A. , Smith Stacey L.
Published: March 2018

ABSTRACT: More and more, schools are considering the use of progress monitoring data for high-stakes decisions such as special education eligibility, program changes to more restrictive environments, and major changes in educational goals. Those high-stakes types of data-based decisions will need methodological defensibility. Current practice for summarizing progress monitoring data is to use a hand-fit trend lines (for practitioner use) or linear regression (for research). This study critically examines both approaches and compares them to a new nonparametric slope called the Theil–Sen. A field test with 372 published data series compared hand-fit, linear regression, and Theil–Sen slopes against evaluative criteria of power and precision, meeting data assumptions, and agreement with visual judgments. Results indicate promise for Theil–Sen slope in defensible high-stakes decision making.
How Individual and School Aggregate Baseline Behavior Levels Moderate Response to a Primary Level Behavior Intervention
Authors: Benner Gregory J. , Sanders Elizabeth A. , Nelson J. Ron , Ralston Nicole C.
Published: March 2018

In our previous research (Benner, Nelson, Sanders, & Ralston, 2012), elementary schools were randomly assigned to either a primary-level behavior intervention directed at externalizing behavior (treatment, n = 7 schools) or to business-as-usual condition (control, n = 6 schools). A screening procedure was used to identify K through 3-grade students who exhibited externalizing behavior. The results showed that treatment students (n = 44) exhibited lower levels of problem behavior (ES = -0.99) and higher rates of on-task behavior (ES = 0.61) compared to controls (n = 26). The results also suggested that individual baseline behavior and school context as measured by free and reduced-priced meal rates moderated the findings. Given this latter finding, our interest in the current study was to test whether individual and school aggregate baseline behavior levels moderate students’ response to two years of the behavior intervention. Schools originally assigned to treatment continued to implement the intervention during the subsequent academic year; schools in the control condition continued with their business-as-usual behavior management approaches. During the winter of the second year, students who remained in their schools were re-assessed on their behavior (n = 35 and n = 19 in treatment and control conditions, respectively). Analyses involving multilevel context modeling showed that students with relatively high initial baseline behavior levels (pretreatment) were more responsive to the intervention if they were in schools with higher school aggregate baseline behavior levels. Conversely, students tended to be less responsive to intervention if they were in schools with lower school aggregate baseline behavior levels. Limitations and practical implications are discussed.
Increasing In-School Food Consumption of an Elementary Student with Emotional/Behavioral Disorders: A Case Study
Authors: Wood Brenna K. , Flanagan Timothy F.
Published: March 2018

Researchers conducted the present case study to address the immediate need of a student who consumed food at home and refused all food and liquids in her elementary school setting. In order to increase in-school food consumption, researchers developed a multicomponent treatment package that included antecedent adjustments (time and place food was offered), contingent reinforcement (access to highly preferred item following consumption of less preferred food item), and shaping procedures to adjust the weight of highly preferred and less preferred food items. Food consumption increased from 0% food consumed during baseline sessions to 100% of food items consumed during intervention sessions. Food consumption generalized to snack time and later to lunch. Follow-up data collected during three weeks postintervention demonstrated the student continued to consume her entire lunch during lunchtime.
Disproportionality of English Learners with Emotional and/or Behavioral Disorders: A Comparative Meta-Analysis with English Learners with Learning Disabilities
Authors: Gage Nicholas , Gersten Russell , Sugai George , Newman-Gonchar Rebecca
Published: March 2018

Disproportionate representation of English learners in special education has been a longstanding and ongoing concern. However, research examining disproportionate representation of English learners receiving special education services for emotional and/or behavioral disorders (EBD) has been limited. To address this gap, a meta-analysis of disproportionate representation of English learners in the EBD category was conducted and the results were compared with same sample results for students receiving special education services for learning disabilities (LD). Based on five studies, the results of the meta-analysis indicate that English learners are disproportionately underrepresented in the EBD category generally and when compared with students in the LD category. Differences in odds ratios were found across educational contexts (i.e., school-level, district-level, state-level, and nationally), indicating different patterns of representation. Implications and potential reasons for disproportionality are discussed.
Preliminary Psychometrics of the Participatory Evaluation and Expert Review for Classrooms Serving Students with Emotional/Behavioral Disabilities (PEER-EBD)
Authors: Tsai Shu-Fei , Cheney Douglas , Walker Bridget
Published: March 2018

The quality of classrooms serving students with emotional and behavioral disabilities (EBD) is a continuing concern because of its influence on students’ educational outcomes. Program evaluation of classrooms for students with EBD has been a recommended practice for many years since Grosenick, George, and George (1987) conducted their national study. One current approach to program evaluation has been the inclusion of classroom and school staff in a process known as participatory evaluation. The development of a program evaluation instrument, known as the Participatory Evaluation and Expert Review for Classrooms Serving Students with EBD (PEER-EBD), is reviewed in this article. This study evaluated the psychometric properties of validity and reliability for the PEER-EBD. An extensive literature review and subsequent evaluation by an expert panel established the content validity of the instrument. Data collected from 145 educators in 23 classrooms serving students with EBD revealed that the PEER-EBD has excellent internal consistency reliability. Finally, a confirmatory factor analysis supported the four-factor theoretical model of the PEER-EBD and suggested that the instrument has acceptable construct validity. These initial results suggest that the PEER-EBD has promise as a tool to help school staff self-evaluate their services, identify program strengths, and identify the areas that need further improvement.
Office Disciplinary Referral Patterns of American Indian Students from Elementary School through High School
Authors: Whitford Denise K. , Levine-Donnerstein Deborah
Published: March 2018

Disciplinary referrals and exclusions among students from minority backgrounds have been a persistent concern for decades. The purpose of this study was to determine (a) the rate at which American Indian students received office discipline referrals (ODRs) in comparison to students of other races/ethnicities, (b) the rate at which male American Indian students received ODRs in comparison to female American Indian students, (c) leading behavior violations and how they compare across race/ethnicity, and (d) the impact that the type of ODR and race/ethnicity have on administrative action. Logistic regression was used to examine ODRs for 9,330 students from prekindergarten through 12th grade in two Southwestern public school districts with a large combined American Indian population (23.5%). Results indicated higher odds of American Indian students receiving ODRs than Caucasian, Hispanic/Latino, and Asian students but lower odds than African American students. In addition, results indicated higher odds of American Indian boys receiving ODRs than American Indian girls, whereas the majority of ODRs were given for defiance, disrespect, and noncompliance, followed by aggression, disruption, and then attendance. Lastly, results indicated higher odds of American Indian students receiving differing levels of administrative action, including suspension and expulsion, than Caucasian and Hispanic/Latino students. Implications for practice and research are provided.
A Structural Equation Modeling Analysis of Influences on Juvenile Delinquency
Authors: Barrett David E. , Katsiyannis Antonis , Zhang Dalun , Zhang Dake
Published: March 2018

This study examined influences on delinquency and recidivism using structural equation modeling. The sample comprised 199,204 individuals: 99,602 youth whose cases had been processed by the South Carolina Department of Juvenile Justice and a matched control group of 99,602 youth without juvenile records. Structural equation modeling for the outcome of delinquent versus nondelinquent status showed direct paths of two latent constructs, developmental exceptionalities and early parenting problems, to delinquent outcome, with developmental problems also mediating the relationship between adverse parenting and delinquency. Separate analysis of the delinquent group indicated gender differences in the predictors of more serious offending (early arrests and recidivism), with adverse parenting a significant influence for girls only. Implications for prevention of juvenile delinquency were addressed.
Comparison of Nonoverlap Methods for Identifying Treatment Effect in Single-Subject Experimental Research
Authors: Rakap Salih , Snyder Patricia , Pasia Cathleen
Published: March 2018

Debate is occurring about which result interpretation aides focused on examining the experimental effect should be used in single-subject experimental research. In this study, we examined seven nonoverlap methods and compared results using each method to judgments of two visual analysts. The data sources for the present study were 36 studies focused on naturalistic instruction interventions for young children with disabilities and 222 A-B graphs available in these studies. Two visual analysts made judgments about whether a functional relationship was evident in 222 A-B graphs. A graphing program was used to derive data for calculating each of the nonoverlap methods. Results showed that (a) estimates of experimental effect varied across the seven nonoverlap methods and (b) nonoverlap methods corresponding most closely with visual analysts' judgments of a change in data patterns differed from the nonoverlap methods that corresponded most closely with visual analysts' judgments of no change in data patterns. Based on findings from this study, we discuss considerations for selection and use of nonoverlap methods as result interpretation aides in single-subject experimental research and offer directions for future research.
Prevalence of Weight Problems among Youth with High-Incidence Disabilities in Residential Care
Authors: Trout Alexandra L. , Lambert Matthew C. , Nelson Timothy D. , Epstein Michael H. , Thompson Ronald W.
Published: March 2018

The prevalence of weight problems among youth in general and youth in out-of-home care has been well documented; however, the prevalence of obesity/overweight among youth with high-incidence disabilities in more restrictive settings, such as residential care, has not been assessed. The purpose of the present study was to evaluate the prevalence of weight problems in 245 youth with learning disabilities or emotional disturbance at entrance to residential care. Youth intake files were examined to evaluate the association between youth demographic characteristics, medical conditions, prior placements and placement settings, medication usage, and internalizing and externalizing behavioral problems and clinical weight problems. Findings revealed that over one half of the youth were overweight or obese (50.6%), and weight problems were associated with gender, medical conditions, and age. Study limitations, future research efforts, and treatment implications are discussed.
A Review of Direct Observation Research within the past Decade in the Field of Emotional and Behavioral Disorders
Authors: Adamson Reesha M. , Wachsmuth Sean T.
Published: March 2018

This study reviewed prominent journals within the field of emotional and behavioral disorders to identify direct observation approaches, reported reliability tatistics, and key features of direct observation. Selected journals were systematically reviewed for the past 10 years identifying and quantifying specific direct observation systems and approaches. Suggestions for the field of special education are listed based off identified trends that existed within the past decade of literature. Implications and recommendations for research and practice are described.
Alternating Renewal Process Models for Behavioral Observation: Simulation Methods, Software, and Validity Illustrations
Authors: Pustejovsky James E. , Runyon Christopher
Published: March 2018

Direct observation recording procedures produce reductive summary measurements of an underlying stream of behavior. Previous methodological studies of these recording procedures have employed simulation methods for generating random behavior streams, many of which amount to special cases of a statistical model known as the alternating renewal process. This paper describes the alternating renewal process model in its general form, demonstrates how it provides an organizing framework for most past simulation research on direct observation procedures, and introduces a freely available software package that implements the model. The software can be used to simulate behavior streams as well as data from many common recording procedures, including continuous recording, momentary time sampling, event counting, and interval recording procedures. Several examples illustrate how the software can be used to study the validity and reliability of direct observation data and to develop measurement strategies during the planning phases of empirical studies.
A Comparison of Three Opportunity-to-Respond Strategies on the Academic Engaged Time Among High School Students Who Present Challenging Behavior
Authors: Adamson Reesha M. , Lewis Timothy J.
Published: March 2018

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted behavioral concerns and poor academic performance within mathematics general education courses. Results indicated all OTR interventions were effective in improving percentage of academic engaged time and reducing behavioral disruptions. Using visual analysis and an additional replication phase, response cards proved to the most efficacious in improving student outcomes. Implications for the existing knowledge base on the efficacy of OTR as well as future research within high school settings are discussed.
Quality Indicators for Systematic Reviews in Behavioral Disorders
Authors: Maggin Daniel M. , Talbott Elizabeth , Van Acker Eryn Y. , Kumm Skip
Published: March 2018

Special education researchers, practitioners, and policy makers continue to work toward developing and implementing empirically supported practices and policies to address the academic, social, and postschool challenges confronting students with emotional and behavioral disorders. The systematic review has become an essential vehicle for compiling and disseminating research findings on an array of topics. Given the importance and impact of these research summaries, it is instructive to take stock of the extent to which reviews in our field adhere to current standards. Drawing from a number of sources in the social and behavioral sciences, we propose and describe a series of quality indicators for systematic reviews. We applied these indicators to systematic reviews published in Behavioral Disorders between 2005 and 2016 with the broader goal of identifying areas of methodological strength and areas for improvement. Results indicate that the sample of systematic reviews demonstrated particular strength in several procedural domains such as the specification of inclusion criteria, identifying the electronic databases used for the search, and describing the plan for data analysis. We also identified a number of areas to which researchers might devote greater attention to increase the rigor of systematic reviews in the field. Findings are contextualized within the importance of research transparency and reporting to improve practice and policy.
Republication of “Toward an Acceptable Definition of Emotional Disturbance”
Authors: Algozzine Bob , Schmid Rex , Conners Bob
Published: March 2018

Most definitions of emotionally disturbed youngsters suggest that disturbances in the child’s behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of emotional disturbance. The State of Florida has adopted a definition for emotionally handicapped children which has potential for operationalization. That definition and its components as well as a discussion of implications relative to its use are presented here.
The Effects of Writing Choice Prompt on the Written Narratives of Students With Emotional and Behavioral Disorders: A Case Study of an Abandoned Single-Case Design
Authors: Ennis Robin Parks , Jolivette Kristine , Losinski Mickey
Published: March 2018

In this study, we investigated the effects of choice of writing prompt on the number of story elements included in written narratives. The investigation took place in a residential facility for students with emotional and behavioral disorders. Participants included six female students in a mixed-grade-level course (students had just completed Grades 7–10). A withdrawal single-case research design was planned for each participant. However, the study was abandoned after only initial baseline and intervention phases because choice of writing prompt appeared to have null or countertherapeutic effects on the number of story elements written. Potential explanations for why these findings are inconsistent with other studies using choice making, including considerations of the file drawer effect for studies with null findings, are presented. Limitations and future directions also are discussed.
General Education Teachers’ Natural Rates of Praise: A Preliminary Investigation
Authors: Floress Margaret T. , Jenkins Lyndsay N. , Reinke Wendy M. , McKown Lorena
Published: March 2018

Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers’ natural use of praise and no study has examined the relation between teachers’ natural use of praise and classroom behavior. The purpose of the current study was to examine general education teachers’ natural use of praise in elementary classrooms. One hundred forty direct behavioral observation hours were used to collect praise rates and student behavior across 28 general education classrooms (kindergarten to fifth grade). Across all grade levels, results suggest that teachers’ use of praise was low (grade-level mean rates ranging from 0.38 per minute in the fourth grade to 0.75 per minute in kindergarten) and teachers used general praise more frequently than behavior-specific praise (BSP). A significant, negative relation was found between off-task behavior and BSP ( r = −.37, p = .05), indicating that teachers who used more BSP tended to have less off-task behavior in their classrooms. Implications for training teachers to increase their use of BSP as a universal strategy are discussed.
Bully Perpetration and Self-Esteem: Examining the Relation Over Time
Authors: Rose Chad A. , Slaten Christopher D. , Preast June L.
Published: March 2018

School-aged youth face a number of academic and behavioral challenges within the educational environment, including bullying involvement. Unfortunately, bullying has been linked to a number of detrimental psychosocial outcomes. Scholars have attempted to establish predictive profiles for youth involved in bullying. These profiles include bully perpetrators, where it has been argued that self-esteem is predictive of bullying behaviors. To address this association, the current study examined the relation between self-esteem and bully perpetration among 971 middle school youth through a longitudinal structural equation model. A three-step confirmatory factor analytic procedure determined that bully perpetration and self-esteem were metrically invariant and stable over time. The structural model suggested that bully perpetration at Time 1 predicted bully perpetration at Time 2, and self-esteem at Time 1 predicted self-esteem at Time 2. However, self-esteem at Time 1 did not predict bully perpetration at Time 2, and bully perpetration at Time 1 did not predict self-esteem at Time 2. These results suggest that students who engage in bully perpetration do not have higher or lower levels of self-esteem when compared with their peers who do not engage in bullying. Future research should continue to examine predictive factors associated with bully perpetration.
Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance
Authors: Sullivan Amanda L.
Published: March 2018

The debate surrounding disproportionality in the identification of culturally and linguistically diverse students for special education, and in the category of emotional disturbance in particular, remains highly contentious, particularly as scholars grapple with the meaning and causes of disproportionality. In this article, I discuss assumptions underpinning this line of scholarship and implications for the meaning we make of research findings related to disparities in special education and students’ needs. Efforts to understand and address inequity must be juxtaposed with the imprecise, and at times inscrutable, conceptual, psychometric, procedural, and causal issues surrounding identification and potential disproportionality, even while maintaining a fundamental desire to benefit students.
Brief Report: A Preliminary Investigation of a Mindful Breathing Intervention to Increase Academic Engagement in an Alternative Educational Setting
Authors: Minkos Marlena L. , Chafouleas Sandra M. , Bray Melissa A. , LaSalle Tamika P.
Published: March 2018

The current study used a multiple-baseline across subjects design to examine the effect of a daily, audio-delivered, mindful breathing intervention on adolescents with emotional and behavioral difficulties attending an alternative educational setting. Academic engagement served as the primary dependent variable, with disruptive behavior, feasibility, and acceptability serving as secondary dependent variables. Four students entered the baseline phase; however, only two students entered the intervention phase. Results indicated that participants displayed increases in academic engagement as measured by both direct behavior rating and systematic direct observation that were maintained at 6-week follow-up. Decreases in disruptive behavior were also observed. Because the effects were not replicated three times, changes cannot be directly attributed to the intervention. In addition, teachers and students perceived the intervention to be both feasible and acceptable. Implications of the findings are discussed.
The Governance of Early Education Programs: A Case in Support of Public School Responsibility for Them
Authors: Audette Robert H. , Heiny Robert W.
Published: March 2018

The governance of early childhood education is a public responsibility. The need exists for proactive local policy development and program management and for accountability of programs to the purpose of public policy. Public governance of education should be deliberate in order to assure that desired benefits are arranged for all children and their families. Such governance should also be taken cautiously through consideration of issues about (1) education as a personal social service, (2) the impact of educational structures on individuals and families, and (3) the use of preschool programs as a massive human experiment. Alternative ways to govern the education of young children are explored. A clear advantage appears possible for young children when policy decisions are made by persons close to those who are to receive their benefits.
Can Programs for Special Needs Preschoolers Thrive in Public Schools?
Authors: Braun Samuel J. , Lasher Miriam G.
Published: March 2018

Programs for special needs preschoolers in the public schools are discussed in the context of issues common to all young children. Their need for an intimate, small, manageable environment may be thwarted in large, anonymous buildings geared, of necessity, to a certain degree of regimentation and overwhelming space. Pressure for formal assessment, curriculum and achievement measures may distract the teacher from attending to holistic learning experiences that evolve from young children's interests and developmental needs as expressed in their play, an opportunity to integrate and express their understanding. Teachers of young children need the support and appreciation of others for the work they do; their activities and needs are often foreign to school personnel more accustomed to an older student population. Young children's programs and the professional disciplines accustomed to dealing with them are diverse and require a willingness to coordinate with other community resources and an appreciation of the unique opportunity collaborative efforts can bring. Lastly, the young child and his parent are closely linked so that the task of teachers and others in evolving a partnership with parents demands flexibility and recognition of the critical importance of such a relationship. Accordingly when we deal with young children, families and their special needs, the program must be scaled to very human dimensions no matter where that program is housed.
Activity Group Therapy for Emotionally Disturbed Pre-School Children
Authors: Plenk Agnes M.
Published: March 2018

Treatment services for preschool children with emotional problems is a neglected area in the network of mental health facilities. This might be partly due to pressures of schools and courts to treat the large number of disturbed children in the latency and adolescent age groups and partly to the lack of adequate models. One agency offering comprehensive services for children between the ages of two to five and in operation since 1962 is described in the following article. Though structure of the agency, funding and admission procedures are mentioned, major emphasis is on the theoretical and practical application of activity group therapy to this age group. Case studies are used to illustrate the most frequent symptoms encountered and the treatment followed.
Voices
Authors: Davis Rebecca P.
Published: March 2018

Poems are vehicles for communicating emotions and feelings. This article displays the emotions of individuals through poems. Listen to your own heart beat and follow the voices.
European Approaches to the Treatment of Behavior Disordered Children
Authors: Juul Kristen D. , Linton Thomas E.
Published: March 2018

In Western Europe a variety of approaches have evolved in the therapeutic education of behavior disordered children and youth. Some of the remediation models are intrinsically European; others have been influenced by American theory and experimentation. Examples of the different treatment strategies are the National Center for Child and Adolescent Psychiatry in Norway, the Heimgarten residential school in Switzerland, the Fritz-Ganzberg-Strasse day school in West Germany, the Alfred Binet Center in France, the Drevviken Youth Home in Sweden, and the Aabaek folk high school in Denmark. The professional preparation of teachers and child-care workers is often of high quality. The Europeans have some mental health concerns that are generally overlooked in the United States, and they also tend to have positive attitudes towards the troubled child and good coordination of educational and social services.
Education and Behaviour Problems in Northern Ireland
Authors: Wilson J. R. , Irvine S. R.
Published: March 2018

An analysis of educational methods for children with behaviour disorders in Northern Ireland is reported in this article. Results of various surveys indicating the incidence of children demonstrating behavior problems are also reported.
Project Aftercare: Followup to Residential Treatment
Authors: Harding Elaine H. , Bellew James , Penwell Larry W.
Published: March 2018

A study of post-discharge breakdown in adolescent clients who improved while in residence led The Children's Home of Cincinnati to develop an agency Aftercare program. The Aftercare staff is made up of a social worker who deals with intra-familial problems; a special educator who aids in educational/vocational planning and placement; and a community services worker who uses community resources to foster the client's adjustment and ego development. Positive effects are that the client's stay in residence may be shortened and the residential treatment facility receives feedback for improvement of services. Although the model is not problem-free, this interdisciplinary approach may be adapted to any program returning clients to the community.
Including the Handicapped
Authors: Mcloughlin James A. , Kershman Susan
Published: March 2018

Many teachers of young children feel unskilled or unprepared to deal with children with learning and behavior disorders. The authors suggest that at least a part of the problem lies in the teacher's orientation to her class as a group. An alternative approach is based on viewing each child in the class as an individual, on an intra-individual basis. A situational analysis approach is suggested for teachers involved in early childhood education. The use of this approach is recommended in order to accommodate the needs of each child in the group, including the child with learning and behavior problems.
Self-Perception, Personality, and Behavior in Emotionally Disturbed Children
Authors: Noland Melody , Gruber Joseph J.
Published: March 2018

The relationships among self-perception, personality, and behavior variables in 61 emotionally disturbed children were investigated using both univariate and multivariate data processing techniques. Additionally, the reliability and objectivity of a behavior rating scale were assessed when employed with this special group of subjects. Some of the results reported were that (1) self-esteem was positively related (.413) to the introversion vs. extroversion factor and negatively related (–.703) to the low vs. high anxiety factor, (2) student assessments of their own personalities were not highly related to the teachers' ratings of behavior when viewed solely in a univariate sense, (3) a significant canonical correlation of .576 was found between personality and behavior as rated by the day teacher, and (4) the test-retest reliability of the behavior rating scale ranged from .300 to .800 while objectivity ranged from .074 to .481.
What is the Council for Children with Behavioral Disorders?
Authors: Grosenick Judith K. , Smith Carl R.
Published: March 2018

During the past year a steering committee composed of educators from throughout Iowa has been organizing the Iowa Chapter of the Council for Children with Behavioral Disorders (CCBD). The primary purpose of this organization is to promote the welfare and education of children and youth who are described as behaviorally disordered, emotionally disabled or chronically disruptive. Specific activities of the Iowa CCBD chapter will include section meetings of the state Council for Exceptional Children (CEC) and sponsorship of other statewide and regional meetings dealing with the area of behavior disorders. Long range goals and activities will more directly involve advocacy activities on behalf of behaviorally disordered children and youth. CCBD division membership is open to any CEC member. Following is an excerpt from a taped interview Carl Smith had with Dr. Judith Grosenick on July 11, 1978. Grosenick is the current president of the Council for Children with Behavioral Disorders and is professor of special education at the University of Missouri in Columbia. The following are Grosenick's own views and do not necessarily represent the views or opinions of CCBD—ed.
Teaching Language to the Severely Behaviorally Handicapped: A Review of Procedures
Authors: Stainback William , Stainback Susan
Published: March 2018

Severely behaviorally handicapped children are being placed in public school classrooms. As a result, teachers are in need of procedures for teaching these children. This article reviews procedures for teaching language to children who have been given labels such as seriously disturbed or psychotic.
Sex Education and the Behavioral Disordered: A Strategy Pertinent to Parents and Professionals
Authors: Thurman Richard L. , Yard George J.
Published: March 2018

Sex education, in one form or another, occurs daily with or without structure in our contemporary society. All too often, the sex educational process is inadequate, involving half-truths, misconception, myths and a general lack of information and knowledge. Surveys have produced evidence that both parents and professionals–particularly those concerned with exceptional children–are aware of the existing need, but little has been done to ameliorate the situation. Sex education for behavior disordered individuals is particularly important during this period of programatic concerns. Legislation (PL 94-142) has provided for an appropriate education for all individuals. This must include an appropriate education regarding human sexuality and the behavior disordered. Sex education can be cooperatively and responsibly implemented by parents and professionals. This article has attempted to suggest some ideas on how to facilitate parents and professionals in their implementation processes.
The Effects of Student Self-Control on the Reduction of Children's Problem Behaviors
Authors: Birkimer John C. , Brown Joe H.
Published: March 2018

Five elementary regular classroom students (9 and 10 years old) showed moderate reductions in disruptive behavior when rules were introduced, little or no improvement with a teacher-administered point system, further reductions in disruptive behavior when self-rating with bonus points for matching the teacher's rating was introduced, and deterioration when returned to the simple teacher-administered point system is ineffective or when social consequences for accurate rating cannot be given frequently.
Controlling Severe Maladaptive Behaviors
Authors: Stainback William , Stainback Susan , Dedrick Charles
Published: March 2018

Applied behavior analysis procedures for controlling severe forms of maladaptive behavior are reviewed. Considerations for use of these procedures in classroom environments are discussed. In addition, the authors outline why teachers may find some procedures more effective than others.
The Madison School Program: Programming for Secondary Level Severely Emotionally Disturbed Youth
Authors: Braaten Sheldon
Published: March 2018

Madison Junior High School in Minneapolis, Minnesota, is a secondary school program for seriously emotionally disturbed youth. This article will discuss the history, philosophy, and goals of the program. A description is provided of the student population, staff, and program organization. Academic curriculum, procedures for changing behavior, and a system for evaluating the effects of the program are outlined. Finally, the author will comment on the teacher characteristics and training which are important for persons working in such a setting.
Intellectual Evaluation and Social Labeling: An Assessment Proposal for Institutionalized Delinquents
Authors: Skok Joseph A. , Truckenmiller James L.
Published: March 2018

Intellectual assessment of institutionalized delinquents is discussed as a social labeling process. A three-step hierarchical evaluation schema is proposed to maximize the accuracy and efficiency of assessment procedures and minimize negative labeling. The system assumes that individual intelligence testing is preferred, but recognized that staff and financial resources will frequently not permit individual testing of all institutionalized delinquents.
Alternative Opportunity Program: Stemming Potential Delinquency in Young Adolescents
Authors: Wood Paula C. , Buescher Thomas M. , Denison Christina
Published: March 2018

The Alternative Opportunity Program is preventive in nature, and designed for junior high school students “at risk” for dropping out or becoming delinquent offenders. Students are carefully screened and participate voluntarily. Part of each day is spent in the regular school and part on the campus of Camp Oakland—a privately-funded treatment facility. The program consists of three major components: Education, Student Support Services and Guidance/Management Instruction for teachers and parents. Evaluation data show that student grades and attendance have improved during participation in the program. Some of the crucial components of the program appear to be the cooperation of the regular school personnel, the voluntary nature of placement, the inclusion of parents in counseling and support services, and the maintenance of a positive image for the program at the regular junior high school.
Case-History and Clinical Observations: Valuable Material for Teachers
Authors: Morgan Sharon R.
Published: March 2018

One of the most common complaints of teachers is that they are given a stack of lengthy reports to read, but no real advice on how to use the information diagnostically. This paper attempts to review the various components involved in dealing with these profiles on children. An analysis of these profiles and suggestions for their uses will be provided.