bluuebunny/crossref_metadata_2025 huggingface dataset:
Low Lead Levels and Behavior Problems in Children
Authors: Marlowe Mike , Errera John
Published: March 2018

Children who survive lead poisoning are at risk for severe behavioral disorders resulting from damage to the central nervous system. Recent resarch has suggested that among children with lead levels below those associated with overt lead poisoning, behavioral disorders may also occur. The present study was undertaken to investigate possible relationships between lead levels and behavioral problems in children. Lead levels taken from hair samples in a group of children (N = 26) having behavioral problems as defined by teacher judgment were compared with lead levels taken from hair samples in a control group (N = 29) not having behavioral problems by teacher judgment. Subjects were drawn from the Upper Cumberland Region of Tennessee. There were no significant differences between the groups in socioeconomic status, sex, or ethnic group distributions. Mean age in the behavior problem group was 10.73 and in the controls, 8.68. Hair samples taken from the participants were analyzed for mineral content by induction-coupled plasma spectroscopy. Each child was also rated by his classroom teacher on the Walker Problem Behavior Identification Checklist (WPBIC). The group of behavior problem children had significantly higher hair lead levels (t = 3.37, 53, p < .001). Correlations were run between lead levels and WPBIC ratings for the 55 children. Lead levels correlated significantly and positively with the WPBIC scales measuring distractibility, aggression, disturbed peer relations, and immaturity. It was concluded that a continuing reexamination of lead poisoning levels is needed because lead levels previously thought harmless may be associated with neurobehavioral impairments.
Effects of Test Time-Limits on Achievement Scores of Behaviorally Disordered Adolescents
Authors: Forness Steven R. , Dvorak Renne
Published: March 2018

Although behaviorally disordered pupils are characterized both by low achievement and variable test performance, little systematic inquiry has been made into methods for obtaining optimal test results from such pupils. Positive effects of untimed test conditions on scores of normal students with high test anxiety suggests that similar approaches might also be effective with behaviorally disordered students. In the present study, 40 adolescents with behavioral disorders were tested under untimed conditions and their scores compared with scores obtained at the end of the normal time limits of the test. Results suggested that performance increased under untimed conditions only in the area of reading comprehension. Possible reasons for failure to replicate in other academic areas are discussed.
The Predictive Capabilities of Three Sources for a Promised Consequence
Authors: Raschke Donna , Stainback Susan , Stainback William
Published: March 2018

The present investigation evaluated the predictive capabilities of three sources frequently used for the identification of effective rein forcers for 54 students with mild learning and behavioral disabilities. The effectiveness of parent, teacher, and student rankings of a given set of consequences as predictors of the strength of an anticipated consequence in influencing the subject's performance on a basic math skills task was investigated. Ten cards depicting various consequences were independently ranked from most to least preferred for each student by the parent, teacher and student. Then the ten stimuli on the cards were each evaluated for their “anticipated” consequent strength for each student. This procedure involved presenting the student with (a) a 1-minute sampling of the particular consequence being evaluated and an explanation of the contingency to the subject; (b) a 2-minute presentation of an 84-problem single-digit addition fact worksheet; and (c) the presentation of the consequence contingent upon the number of problems correctly computed. Performance rates under ten anticipated consequating conditions formulated the promised consequence rankings. Spearman rank-order correlation coefficients were computed in an effort to access the predictive capabilities of the three sources of information (parent, teacher and child rankings) with regard to the promised consequence ranking (strength). Results indicate that the consequence rankings reported by the child were the only scores that significantly correlated with the anticipated consequence ranking performance. Although neither parent nor teacher rankings significantly correlated with the anticipated consequence rankings, they did significantly correlate with each other. These findings appear to suggest that the student him/herself is the only source which can significantly predict in advance the potential influence of an anticipated consequence.
Resource Consultant Communication and Teacher Expectations of Behaviorally Disordered Children
Authors: Safran Stephen P.
Published: March 2018

This study was designed to identify factors in behavioral disorders resource consultant communication that might influence regular educators' expectations. Teachers were randomly assigned to one of four experimental conditions involving written information descriptions (positive and negative) and videotaped behavior (withdrawn and acting-out). The main effects for the information condition were minimal, but tended to have paradoxical effects, with positive tending to produce lower expectations for items measuring Effects on Other Students in the Regular Classroom and Effects on the Child from Regular Class Placement (p < .01). Findings suggest that the resource consultant should portray a behaviorally disordered child as a student with specific problems that are within the normal range of behavior.
Behavior Problems of Behaviorally Disordered and Normal Adolescents
Authors: Epstein Michael H. , Cullinan Douglas , Rosemier Robert A.
Published: March 2018

Adolescent boys and girls aged 14 to 18 years, identified as either behaviorally disordered or normal, were rated by their teachers on the Behavior Problem Checklist. Analysis of these ratings revealed significant differences for pupil category, Behavior Problem Checklist dimension, and category by dimension interaction, but no significan differences for sex alone or in interaction with other factors. Behaviorally disordered and normal pupils were best discriminated from one another on the basis of Conduct Disorder and Personality Problem. Implications for further research and special educational practices based on the present findings were discussed.
Structured Learning: A Psychoeducational Approach for Teaching Social Competencies
Authors: Goldstein Arnold P. , Sprafkin Robert P. , Gershaw Jane , Klein Paul
Published: March 2018

This article describes the use of Structured Learning, a psychoeducational approach for teaching social competencies to adolescents and pre-adolescents. The youngsters who are likely to be trained through Structured Learning are generally categorized as aggressive, withdrawn, immature, or developmentally lagging. Research evidence evaluating the effectiveness of this approach is also discussed.
Assertive Discipline: An Effective Classwide Behavior Management Program
Authors: Mandlebaum Linda Higbee , Russell Steven C. , Krause James , Gonter Martha
Published: March 2018

Although Assertive Discipline is widely advocated as a classroom management system, there currently exists specious evidence to support this approach. The basic philosophy, necessary competencies, and procedures associated with Assertive Discipline are reviewed. The effects of an Assertive Discipline program on reducing out-of-seat and inappropriate talking among students of a third grade class were investigated using a reversal design. Results indicate a functional relationship between the program and the dependent measures. Social validation of the program is provided by informal measures of teacher behavior and by interviews with the principal, teacher, and students. It is concluded that the Assertive Discipline program is an effective and practical behavior management strategy that can yield socially valid outcomes.
Regular and Special Education Teachers' Estimates of Use of Aversive Contingencies
Authors: Salend Spencer J. , Esquivel Laura , Pine Peggy Baron
Published: March 2018

This study identifies regular and special education teachers' estimates of use of aversive contingencies to decrease inappropriate social and academic behaviors. Regular and special educators (216) completed a 29-item questionnaire that asked them to estimate how frequently they employed a specific aversive contingency in their classroom. The results of this study indicate that teachers most frequently use relatively mild aversive contingencies. Differences between regular and special educators are identified. Implications of these findings are discussed.
Patterns of Maladjustment of Behaviorally Disordered Male Students
Authors: Cullinan Douglas , Epstein Michael H.
Published: March 2018

Behavior rating scale data on the adjustment problems of 146 behaviorally disordered elementary school boys were factor-analyzed. Five factors of adjustment problem were identified: Aggression-Disruption, Social Incompetence, Social Maladjustment, Attention Disorder, and Anxiety-Inferiority. The relation of these five factors to those identified in earlier research is discussed, together with implications for a clearer understanding of children's behavioral disorders.
A Descriptive Follow-Up of Behaviorally Disordered Adolescents
Authors: Leone Peter
Published: March 2018

Teachers, program developers, and administrators of programs for behaviorally disordered adolescents are often interested in identifying characteristics of students their programs successfully serve. For many programs, students successfully served are defined as those adolescents moved from the specialized treatment setting to a less restrictive environment. Follow-up studies can identify characteristics of students successfully served and help educators examine their goals and objectives for those students. The present study is a descriptive follow-up of adolescents 2 to 4 years after successfully leaving a facility for the behaviorally disordered. The results, including descriptions of demographic, academic, residential, and occupational status of the former students, are presented in the context of an ongoing investigation.
Teaching Nonhandicapped Students about Individual Differences: A Pilot Study
Authors: Stainback William , Stainback Susan , Hatcher Catherine , Strathe Marlene , Healy Harriet
Published: March 2018

The lack of social acceptance of handicapped students by their nonhandicapped peers has been cited as a major deterrent to the success of mainstreaming (Strain, 1982). While this problem has been recognized, there has been little empirical investigation of ways to deal with the social acceptance issue beyond direct training of the handicapped in appropriate social behavior development (Gresham 1981). The primary purpose of the present investigation was to examine the influence of training nonhandicapped students about individual differences on their social interactions with rejected handicapped students. The results of the investigation provide initial evidence that training nonhandicapped students about individual differences influences their social interactions with their rejected handicapped peers in a small group setting.
School Psychologists' and Teachers' Perceptions of Data Used in the Identification of Behaviorally Disordered Students
Authors: Smith Carl R. , Frank Alan R. , Snider Bill C. F.
Published: March 2018

To assess the availability, quality, and sufficiency of file information for students identified as behaviorally disordered, 60 student files were rated by 60 school psychologists and 60 elementary teachers of the behaviorally disordered. Student files consisted of information available at the time of staffing for students who were subsequently identified as behaviorally disordered. It was found that traditional types of data (academic and intellectual measures) were rated as being available and of highest quality, whereas behaviorally oriented data (e.g., actual behavior data) were available, but of lowest quality. In addition, 87% of the student files were perceived by at least one rater as containing inadequate information for the purpose of identifying students as behaviorally disordered. When asked about their opinions regarding the value of nine types of data for making identification decisions (without referring to specific student files), psychologists' and teachers' mean ratings were quite similar. Implications of these findings are discussed in relation to practices currently used to identify behaviorally disordered students.
Sexual Victimization of Children: Implications for Educators
Authors: Pettis Katherine W. , Hughes R. Dave
Published: March 2018

The purpose of this article is three fold in its approach to educators regarding child sexual abuse. By utilizing the literature, detection and intervention strategies are outlined. Symptoms of sexually abused children are discussed and profiles of high risk children are given. Steps involving the reporting of suspected sexual victimization are set forth, as are some common pitfalls of involvement in the referral system. Treatment and long-term management strategies are discussed and also the practical implications for prevention that educators and school systems might follow.
Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents
Authors: Sabornie Edward J. , Kauffman James M.
Published: March 2018

This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms.
On Campus: Systemic/Behavioral Interventions for Behaviorally Disordered Adolescents
Authors: Simon Dennis J. , Vetter-Zemitzsch Alice , Johnston Janis Clark
Published: March 2018

This paper describes systemic/behavioral intervention strategies employed in a behavior disorder program located within a public high school, the On Campus program. Program evaluation data are reviewed for attendance, academic credits, and success in mainstreaming. On Campus students demonstrated statistically significant gains in each of these areas compared to their previous regular school records. Initial post-high school follow-up data demonstrated more continued education, higher employment, and less legal problems for the graduates than for dropouts.
Interventions for Behaviorally Disordered Students: A Quantitative Review and Methodological Critique
Authors: Skiba Russell , Casey Ann
Published: March 2018

Recent research in the field of behavioral disorders has evidenced difficulties in the areas of definition and research reporting. The present study sought to investigate the degree to which recent literature has resolved these problems, as well as to determine which treatments are most effective for this population. Identified were 521 studies with 41 being retained. Results of three forms of meta-analysis revealed powerful effects of treatment: both interventions targeting classroom behavior and those attributable to a behavioral orientation were somewhat more powerful and robust. Widespread methodological flaws, however, may render these results meaningless, and probably limit their clinical significance. Recommendations for solidifying the research base are provided.
A Comparison of Social Behaviors among Nonhandicapped and Hearing Impaired Children
Authors: Macklin G. Faye , Matson Johnny L.
Published: March 2018

Matched on age (8 to 14 years) and sex (equal members) were 30 hearing impaired children with 30 nonhandicapped children. They were then assessed by their teachers on the Matson Evaluation of Social Skills with Youngsters, a 57-item Likert scale with a factor on appropriate social behaviors (Factor 1) and inappropriate assertion (Factor 2). A separate MANOVA for total score and factor scores was conducted for age and for condition (handicapped or nonhandicapped). Only the MANOVA for condition was significant, and statistical differences based on post hoc univariate F tests were only present on Factor 2. Also, the most prevalent items for Factors 1 and 2 of the scale were listed and compared across the two groups of children. Differences on Factor 1 showed that hearing impaired children were generally less assertive, while differences in rankings of particular items in Factor 2 were slight. The implications of the findings are discussed.
Employing Access to the Computer as a Reinforcer for Secondary Students
Authors: Salend Spencer J. , Santora Deborah
Published: March 2018

This case study illustrates the use of access to computers as a positive reinforcer to increase appropriate social behaviors. Results show that access to computers is a viable and effective reinforcer for prompting appropriate behaviors in a group of secondary level handicapped students. The advantages of computers as rein-forcers are discussed.
A Retrospective Follow-up of Behaviorally Disordered Adolescents: Identifying Predictors of Treatment Outcome
Authors: Leone Peter , Fitzmartin Ronald , Stetson Frank , Foster Jennifer
Published: March 2018

Behaviorally disordered adolescents are a heterogeneous group. Determining which students enrolled in particular treatment programs are likely to be successful is a difficult task. This retrospective follow-up systematically investigated behaviorally disordered youth and identified factors associated with successful completion of a comprehensive residential and day treatment program. Results suggest that, for the 70 subjects studied, attendance, day or residential status, and prior adjudication were related to treatment outcomes. A dditionally, for a subset of 34 subjects directly interviewed and assessed at follow-up, measures of academic achievement were unrelated to outcomes.
Preferred Types of Communication Indicated by Parents and Teachers of Emotionally Disturbed Students
Authors: Mccarney Stephen B.
Published: March 2018

This study investigated the communication preferences indicated by parents and teachers of emotionally disturbed students in a selected sample from four states. A chi-square test of independence was used as the means of rational analysis of the responses to a questionnaire listing the 20 most common types of communication used by parents and teachers. Responses from the parents and teachers indicated that their preferences differed at the .05 level of significance on half (10) of the types of communication. Priority rankings of preferences from highest to lowest for both groups were also reported.
Alternative Education for Behaviorally Disordered Youths: A Promise Yet Unfulfilled
Authors: Mesinger John F.
Published: March 2018

The purpose of this article is to show the following: (a) Over a third of incarcerated delinquents are handicapped, needing special education treatment; (b) parallel trends to deinstitutionalize delinquents and to develop alternatives to public school for behaviorally disordered youths are putting some individuals from each category in the same alternative settings; (c) several other stress inducing societal trends are likely to increase the number of these youths; (d) the state of research in the field is poor (particularly lacking in long term evaluations); and (e) the belief that new prosocial behaviors inculcated (especially) by short term treatments will persist without subsequent changed social psychological support for clients is likely to be chimerical.
Educational Implications of Current Research on the Syndrome of Autism
Authors: Valcante Greg
Published: March 2018

Researchers in the field of autism are currently generating a wealth of new information which is likely to have a significant impact upon service delivery systems. Previously accepted beliefs about behaviors such as self-stimulation and echolalia are now being challenged. A review of recent empirical studies was conducted and findings in the areas of behavioral characteristics and treatment interventions are presented. Implications for the development of more effective education programs for autistic individuals are discussed in light of this body of research.
Cultural Bias and Identification of Behaviorally Disordered Children
Authors: Carlson Paul E. , Stephens Thomas M.
Published: March 2018

Arguments over cultural bias in testing has xtended to behavioral disorders. Social behavior is currently being diagnosed through behavior rating scales. These instruments are open to criticism because they are often judged to be normal middle class behaviors. In this study a 5-step procedure was used to establish item bias on the Social Behavior Assessment Scale with Mexican-American children, grades one through three, as subjects. Results reveal that Mexican Americans are less likely to be given negative scores than are Anglos. Moreover, there are clear indications that teachers regard problem behaviors of Anglo and Mexican-American children differently. Further evidence suggests some ethnographic predictions of problems for the Mexican-American subjects. However, bias was not found in the instrument itself. Differential scores on the rating forms were either an indication of teacher bias or of real cultural differences.
Reading Achievement of Students Identified as Behaviorally Disordered at the Secondary Level
Authors: Coutinho Martha J.
Published: March 2018

This study investigates the manner in which reading achievement at the elementary level relates to the development of behavioral disorders at the secondary level. Selected were 90 students in grades 7 through 12; 45 had been identified as behaviorally disordered only at the secondary level and 45 were normal students. Significant relationships were found between behavioral disorders and early reading achievement (grades 3, 4, and 5) and current reading achievement (grades 7 and 9). A significant and increasing discrepancy in reading achievement was obtained between groups. Results support the interpretation that a pattern of relatively poor reading achievement is associated with behavioral disorders and continuing, poor performance in reading at the secondary level. Findings are discussed in reference to an attributional model of achievement behavior and the development of interventions that account for teachers' and behaviorally disordered students' attributions for performance.
Teacher and Student Ratings of the Disturbingness of Common Problem Behaviors
Authors: Mullen Joyce A. , Wood Frank H.
Published: March 2018

Responses by 43 teachers and 200 junior high school students to the 55 common problem behaviors listed on the Disturbing Behavior Checklist I are compared. Rank orderings of the two groups' ratings of the disturbingness of behaviors show moderate agreement. Both teachers and students rated several of the same acting-out, aggressive behaviors as the most disturbing to them, although overall teachers rated the behaviors as more disturbing than did students. Behaviors for which there exist the widest discrepancies in rankings are noted. Implications of the pattern of teacher and student ratings are discussed.
The Law, the Courts, and the Education of Behaviorally Disordered Students
Authors: Hindman Sara E.
Published: March 2018

In recent years, the judicial branch of the government has become increasingly involved with the educational affairs of exceptional students. The potential for lawsuits involving behaviorally disordered students is particularly great because management strategies are often used which violate student rights. School personnel need to be aware of acceptable practices in order to avoid litigation. This article reviews and synthesizes judicial rulings related to corporal punishment, behavior management strategies, suspension and expulsion, and residential placement. Recent court decisions are discussed and issues related to behaviorally disordered students' rights are examined. Finally, recommendations for practice are presented.
Congruence between Assessed Needs and IEP Goals of Identified Behaviorally Disabled Students
Authors: Fiedler Jacque F. , Knight Richard R.
Published: March 2018

The files of a group of students placed in special education as behaviorally disabled were reviewed to evaluate the amount of congruence found between recommendations made from the diagnostic/assessment data and instructional goals present in the student's IEP. A checklist instrument was developed, enabling the calculation of a Ratio of Diagnostic-Intervention Congruence. Data obtained suggested lack of diagnostic-intervention congruence, and dissimilarity of IEP goals to diagnostic/assessment recommendations. Recommendations are made for improving the linkage between the diagnostic-intervention process and for further study in this area.
A Critical Review of Social Skills Research with Behaviorally Disordered Students
Authors: Schloss Partrick J. , Schloss Cynthia N. , Wood Constance E. , Kiehl Wendy S.
Published: March 2018

Deficits in social skills are a distinguishing characteristic of behaviorally disordered individuals. There is an established relationship between deficits in interpersonal skills and long term adjustment difficulties, such as juvenile delinquency, bad conduct discharges from the military, and psychiatric hospitalization. In addition, employers consider social competencies to be more important than specific occupational skills. Thus, the development of social competence is important for behaviorally disordered individuals. Over the last 5 years numerous studies have evaluated social skill enhancement strategies. The present review was conducted to evaluate this research. The results indicate that: (a) research has failed to build a comprehensive body of knowledge due to the absence of a conceptual base; (b) training priorities have not been matched to learner needs or characteristics; (c) the social significance of program effects has generally been ignored; (d) independent and dependent variables have not been evaluated and applied with equal precision; (e) investigators often fail to evaluate the generality of effects to other settings, responses, and time; and finally (f) research has not shown that community adjustment can be enhanced through training.
Agreement between Parents and Teachers in Using the Revised Behavior Problem Checklist to Identify Deviant Behavior in Children
Authors: Simpson Robert G. , Halpin Gerald
Published: March 2018

Parent and teacher ratings of 141 middle school children were collected using the Revised Behavior Problem Checklist. Pearson correlation coefficients indicated a low degree of relationship between parent and teacher ratings. Ratings were then recorded as 1 (normal), 2 (mildly deviant), or 3 (highly deviant). There was a general lack of agreement between parents and teachers in identifying children who were either mildy deviant or highly deviant.
Relative Prevalence and Correlates of Depressive Characteristics among Seriously Emotionally Disturbed and Nonhandicapped Students
Authors: Cullinan Douglas , Schloss Patrick J. , Epstein Michael H.
Published: March 2018

This study examined depression among 237 students served in special education programs for the seriously emotionally disturbed and among 577 nonhandicapped peers. These students, aged 6-18 years of age, were assessed on measures of depression, hyperactivity, social status, intelligence, school placement, and various aspects of educational achievement. Group contrasts were made and correlations were computed among the variables under study. The seriously emotionally disturbed students showed greater depression than the nonhandicapped. The patterns of intercorrelations were considerably different for nonhandicapped and seriously emotionally disturbed students. These results are discussed in terms of implications for further research and special education practices.
Teacher Perceptions of Social Behavior in Behaviorally Disordered and Socially Normal Children and Youth
Authors: Center David B. , Wascom Alan M.
Published: March 2018

It has been argued that teacher perception of the behavior of students affects the interaction between teacher and student. This study attempted to determine if teachers perceive a difference between behaviorally disordered and socially normal students in terms of interpersonal behavior. A total of 410 subjects between the ages of 8 and 15 classified as either behaviorally disordered or socially normal were assessed using the Social Performance Survey Schedule. Data analysis included the MANOVA and oneway analysis of variance. The results indicated that socially normal subjects were perceived as having significantly more prosocial behavior and significantly less antisocial behavior than behaviorally disordered subjects. Further, female subjects were perceived as having significantly more prosocial behavior and less antisocial behavior than males. The teachers perceived significant improvement in prosocial behavior with increasing age. Teachers also perceived a significant increase in negative social behavior for normal secondary-age students but not for behaviorally disordered students. Behaviorally disordered students, however, continued to be perceived as significantly worse at both age levels. Implications of the findings are discussed.
A Profile of School Programs for the Behaviorally Disordered: Twenty Years after Morse, Cutler, and Fink
Authors: Grosenick Judith K. , George Michael P. , George Nancy L.
Published: March 2018

Selected results of a national survey of 126 school districts with services for behaviorally disordered children and youth are presented and contrasted with the earlier findings of a similar study by Morse, Cutler, and Fink (1964). Specific comparisons are made regarding (a) program goals, aims, and philosophy, (b. service delivery, (c) the role of the teacher, and (d) entrance and exit procedures. Differences between the two studies were found in the level and types of services provided to behaviorally disordered students and the theoretical orientations used within classrooms. Similarities appeared in the general aims and goals of these programs, the role of the teacher in their operation, and the degree of formalization (or lack thereof) of entrance and exit procedures to these programs.
Guidelines for Ethical Use of Manual Restraint in Public School Settings for Behaviorally Disordered Students
Authors: Schloss Patrick J. , Smith Maureen A.
Published: March 2018

Practitioners have at their disposal many empirically validated strategies for managing aggressive behavior. In addition, the legal and ethical implications of these techniques have received considerable professional attention. An exception to this is the use of manual restraint. Data suggest the use of this procedure is common in public school settings; however, a comprehensive discussion of its legal and ethical implications has yet to emerge. The purpose of this paper is to review the advantages and disadvantages associated with manual restraint and to present procedural and ethical guidelines governing its use in the public schools.
Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils
Authors: Sabornie Edward J.
Published: March 2018

Sociometric ratings assigned by and to behaviorally disordered and nonhandicapped elementary school students were compared. For this comparison, 22 resource room, school-identified behaviorally disordered pupils, who attended at least two regular classes during portions of the school day, were matched with an equal number of nonhandicapped classmates in three schools. The How I Feel Toward Others was administered in 20 regular physical education classrooms enrolling behaviorally disordered students. Results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped ones, assigned higher social rejection to their peers, and received far less acceptance and more rejection from them. Furthermore, the behaviorally disordered and nonhandicapped comparison groups did not differ significantly in assigned acceptance or assigned and received familiarity among their same- and opposite-sex classmates. These findings are discussed with regard to the need for examining the classroom social domain of behaviorally disordered students in totality, and increased awareness of the social reciprocity that occurs among peers.
The Role of Ecological Variables in Residential Treatment
Authors: Lewis W. W.
Published: March 2018

The importance of a supportive ecology after a child returns from residential treatment has been documented in a number of follow-up studies. This study used ratings by liaison staff in a residential treatment program to measure both personal and ecological variables at admission and discharge and investigate the relationship of those ratings to adjustment status of students 6 months after discharge. It was found that some ecological data gathered at admission were predictive of follow-up status while most personal characteristics of the student were not. Unlike earlier follow-up studies, ratings of improvement, both of the student's behavior and his ecological support, were significantly related to follow-up ratings, possibly because liaison staff had worked directly with members of students' ecologies and were aware of support and problems to be faced on return to the community. These findings seem to support the proposition that personal change and ecological change must occur together for residential treatment to be successful.
Assessing Teacher Manageability: A Factor Analytic Approach
Authors: Safran Stephen P. , Safran Joan S. , Barcikowski Robert S.
Published: March 2018

An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive behaviors within their own classroom. To address measurement limitations of previous investigations (including nonfactor analytic clustering of behaviors), a principal component analysis followed by a varimax rotation was administered on teacher manageability ratings (N = 182). This statistical analysis yielded nine component subtests (the Teacher Manageability Scale) and demonstrated that by changing the method used to group behaviors, you also modify the structure of a teacher checklist. Lack of Communication was identified as the most difficult behavior to manage. Implications for professionals working with students identified as behaviorally disordered and for future research are discussed.
Enhancing the Moral Development of Behaviorally/Emotionally Handicapped Students
Authors: Swarthout Donald W.
Published: March 2018

The topic of this article is the moral education of behaviorally/emotionally handicapped students. One assumption guiding the discussion of this topic is that the appropriate aim of moral education is to enhance the moral development of students. Since another underlying assumption is that educational interventions should be informed by current theory and research, an overview of the moral development literature is provided. Three theoretical perspectives are distinguished and used to organize the current literature on moral development and education. Each approach is analyzed in terms of its underlying conception of morality, its description of moral development, and its recommendations for educational practice. The article concludes with a discussion of the various options available to educators interested in enhancing the moral development of behaviorally/emotionally handicapped students.
The Frequency and Severity of Psychiatric Disorders in Special Education and Psychiatric Programs
Authors: Mcclure Gordon , Ferguson H. Bruce , Boodoosingh Lal , Turgay Atilla , Stavrakaki Chrissoula
Published: March 2018

This study used checklists to compare conduct, hyperactivity, and emotional disorders and classroom environments in 13 social adjustment classes, 3 day treatment programs, and a psychiatric out-patient program. As expected, all disorders were more frequent in all settings than in the general population. Emotional disorders were more frequent and more severe in day treatment than in other settings. Interrater correlations were good for Ontario Child Health Study teacher checklist disorder scores and there was good agreement between them and DSM III psychiatric diagnoses. This study has demonstrated that reliable and valid instruments are available to characterize the children and classroom environments across these programs. These instruments could be used to study reasons for referrals to special education and psychiatric treatment, agreement among professions in classroom perceptions, and interactions between classroom characteristics and behavior. Also, they may be useful in future studies of the effectiveness of day treatment and special education programs.
Semantic Mapping as a Communication Tool in Classrooms for the Seriously Emotionally Handicapped
Authors: McCoy Kathleen M. , Maag John W. , Rucker S.
Published: March 2018

Special education teachers working with seriously emotionally handicapped adolescents often are faced with the task of dealing with a student's thoughts and feelings in response to a crisis situation. This situation requires that positive teacher-student relationships have been established. The purpose of this article is to describe how the technique of semantic mapping can be used to (a) help seriously emotionally handicapped adolescents organize and disclose their thoughts and feelings in stress-engendering situations; (b) structure teacher-student interaction by providing a format; and (c) enable the teacher to collect specific notes for later consultation with staff. A case study is presented illustrating this procedure and implications for further use of this technique to facilitate teacher-student communication are discussed.
Provincial and Territorial Government Responses to Behaviorally Disordered Students in Canada–1988
Authors: Dworet Donald H. , Rathgeber Arthur J.
Published: March 2018

This study provides a current description of provincial/territorial responses to behaviorally disordered students in Canada. The current perspective is compared to an earlier study completed in 1981. Topics examined in this study were definition, prevalence, services available, standards prescribed by provincial law or regulation, percentage of behaviorally disordered students returned to regular classes during a one-year period, mode of service, assessing program effectiveness, funding, and requirements of special training for teachers. Several actions by provincial/territorial authorities appear to be warranted which would improve their responses to behaviorally disordered students. Provincial/territorial authorities should ensure that: The large number of unidentified students receive service; regulations are established that regularize special class size and resource teacher caseload; evaluation of behavioral programs are conducted regularly; and training for teachers of behaviorally disordered students is mandated.
Teaching Behaviorally Disordered Adolescents to Use Self-Management Skills for Improving the Completeness, Accuracy, and Neatness of Creative Writing Homework Assignments
Authors: Glomb Nancy , West Richard P.
Published: March 2018

The purpose of this study was to examine the effects of a self-management procedure known as WATCH that was designed to teach adolescents with learning and behavior problems to improve the completeness, accuracy, and neatness of their creative writing homework assignments. The procedure was based on four strategies: teaching students the fundamentals of behavior change, teaching students to use self-instruction, teaching students to set goals and implement plans to achieve those goals, and teaching students to accurately evaluate their work. Two high school students who were classified as behaviorally disordered were taught to develop plans for completing their creative writing homework assignments, and to evaluate the completeness, accuracy, and neatness of their assignments. A multiple baseline design across students was used to determine if improvements in the completeness, accuracy, and neatness of homework assignments were associated with the use of the procedure. Data show that the completeness, accuracy, and neatness of creative writing assignments increased for both students following training in the use of the WATCH procedure.
Generalization, Maintenance, and Behavioral Covariation Associated with Social Skills Training through Structured Learning
Authors: Sasso Gary M. , Melloy Kristine J. , Kavale Kenneth A.
Published: March 2018

This investigation assessed the effects of social skill training using a structured learning model on the behavior of three children with behavioral disorders. Specifically, the acquisition, maintenance, and generalization of target skills were measured across an entire school year using a multiple probe design across behaviors. In addition, negative responses were measured to determine if they would covary with the social skills. Results show an increase in frequency for most skill areas, an inverse relationship across negative behaviors, maintenance over time, and moderate levels of generalization to nontreatment settings. These results are discussed in relation to effective social skills training and the integration of children with behavioral disorders.
Evaluation of Conceptual Models of Behavior Disorders
Authors: Cullinan Douglas , Epstein Michael H. , Lloyd John W.
Published: March 2018

A conceptual model of behavior disorders provides an organized perspective for understanding and delivering education to students with behavioral disorders. The psychoeducational, behavioral, and ecological models are today the three most prominent ones. This article briefly reviews each model's assumptions about and its implications for dealing with behavior disorders. Then, models are compared with respect to how they explain the nature of behavior disorders, guide intervention, and address the scientific approach to behavior disorders. Recent developments in models and implications for each model are also discussed.
Toward a Responsible Reintegration of Behaviorally Disordered Students
Authors: Fuchs Douglas , Fuchs Lynn S. , Fernstrom Pamela , Hohn Michael
Published: March 2018

Few special education teachers, administrators, teacher-trainers, or researchers are satisfied with the frequency with which students with disabilities are transitioned into less restrictive educational settings. For many professionals the question is not whether these children should be prepared for reintegration, but how to do it in a responsible manner. Although recently some have suggested that large numbers of handicapped pupils, including those with behavioral disorders, may be moved en masse into less restrictive environments, such an idea currently lacks empirical validation. In this article an alternative strategy is described. Referred to as case-by-case reintegration, it was implemented as part of an investigation involving 20 children with behavioral disorders enrolled in a special school. Evaluative data tend to support its effectiveness. However, the authors were not permitted to randomly assign students to project and nonproject groups. This and other considerations render the findings suggestive at best, and compel the description of the investigation as “heuristic” rather than representing evidence of a tried and true technology for the integration of students with disabilities.
Transition of Adolescents with Behavioral Disorders — is it Successful?
Authors: Frank Alan R. , Sitlington Patricia L. , Carson Rori
Published: March 2018

This study investigated the adjustment – one year after leaving school – of 130 individuals with behavioral disorders who had been graduated from special education programs throughout the state of Iowa in the classes of 1985 and 1986; 70 dropouts from these same classes were also interviewed. General adjustment areas investigated included living arrangements, leisure activities, mechanisms used to cope with personal problems, and difficulties with law enforcement agencies. Percentage employed, location of employment, hours worked, wages, status, area of job. fringe benefits, and source of help in finding a job are also reported. Employed versus unemployed individuals are compared in terms of gender, type of vocational training received in high school, and paid employment during high school. Individuals were also asked to rate their high school experiences relative to their usefulness in preparing them for various facets of adult life. All results are reported separately for graduates and dropouts.
Communication Skills in Emotionally Disturbed and Nondisturbed Adolescents
Authors: Rosenthal Susan L. , Simeonsson Rune J.
Published: March 2018

The communication performance of disturbed and nondisturbed adolescents was compared for effectiveness and amount of information provided. Responses were scored in terms of figurative (form, size, color) and operative (location, direction, number) referents. Emotionally disturbed subjects were characterized by significantly poorer communication and a lack of a developmental change from early to late adolescence. No group differences were found in the amount of operative information used, but emotionally disturbed adolescents used less figurative information. The findings suggest that communication deficits constitute a central feature of emotional disturbance in adolescence and represent an important area for intervention.
Social Class Distinctions in Adolescents' Reports of Problems and Punishment in School
Authors: Brantlinger Ellen
Published: March 2018

Adolescents from high- and low-income backgrounds were interviewed about their perceptions of their own and others' disciplinary infractions and consequences in school. High-income adolescents reported fewer misbehaviors and behaviors which were playful, whereas those of low-income youth stemmed mainly from anger. Low-income adolescents reported a greater number and variety of penalties that seemed both disproportionate to offenses and humiliating in nature. It is suggested that inequitable school conditions for low-income students influence their behaviors and disciplinary practices contribute to their anger and alienation. Moreover, low-income adolescents' acting-out or withdrawal behaviors are likely to be perceived by others as signs of emotional disturbance and not as legitimate responses to social class inequities in school and society.
Practical Considerations of excluding Conduct Disordered Students: An Empirical Analysis
Authors: Pullis Michael
Published: March 2018

A representative sample of 224 students identified as seriously emotionally disturbed was rated by 40 teachers on measures of behavioral problems, temperament characteristics, and classroom competence. Focused specifically on conduct disordered students, analyses revealed that conduct disorders were very prevalent in the sample, were correlated in significant ways with other problematic aspects of temperament and classroom competence, and co-occurred with other types of behavioral problems. Implications of exclusion or decertification are discussed.