bluuebunny/crossref_metadata_2025 huggingface dataset:
Mindful Parenting Decreases Aggression, Noncompliance, and Self-Injury in Children With Autism
Authors: Singh Nirbhay N. , Lancioni Giulio E. , Winton Alan S.W. , Fisher Barbara C. , Wahler Robert G. , Mcaleavey Kristen , Singh Judy , Sabaawi Mohamed
Published: May 2008

Parent—child transactions provide an important social context for the development of adaptive and problem behaviors in young children with autism.Teaching parents to develop alternative transactional pathways often leads to positive behavioral patterns in their children.We taught three parents the philosophy and practice of mindfulness in a 12-week course and assessed the outcome of the training on their children's behavior. In addition, the mothers rated satisfaction with their parenting skills and interactions with their children. Results showed that the mothers' mindful parenting decreased their children's aggression, noncompliance, and self-injury and increased the mothers' satisfaction with their parenting skills and interactions with their children.We speculated on the possible reasons for the efficacy of mindful parenting in decreasing the children's problem behaviors without the application of specific, programmed contingencies for the children's behavior.
Interrelationships Among Language Skills, Externalizing Behavior, and Academic Fluency and Their Impact on the Academic Skills of Students With ED
Authors: Ron Nelson J. , Benner Gregory J. , Neill Stern , Stage Scott A.
Published: May 2008

There is growing interest in understanding the factors that influence the academic achievement of students with emotional disturbance (ED). Structural equation modeling was used to test the interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with ED. Results showed that language skills exerted a significant proximal effect and distal effect on academic skills. The effect of language skills was mediated through academic fluency (path coefficient = .389) but also had a proximal effect on academic skills (path coefficient = .359). However, externalizing behavior failed to have a statistically significant effect on language skills,academic fluency, or academic skills. Overall, fit indices suggested a marginally acceptable fit of the data. Results and implications are discussed.
Suspension, Race, and Disability: Analysis of Statewide Practices and Reporting
Authors: Krezmien Michael P. , Leone Peter E. , Achilles Georgianna M.
Published: May 2008

This analysis of statewide suspension data from 1995 to 2003 in Maryland investigated disproportionate suspensions of minority students and students with disabilities.We found substantial increases in overall rates of suspensions from 1995 to 2003, as well as disproportionate rates of suspensions for African American students, American Indian students, and students with disabilities.The odds ratios for suspension increased for African American students and American Indian students from 1995 to 2003.The odds ratios for students with disabilities varied by disability category and by race. For most disability categories, students with disabilities had higher odds ratios than students without disabilities. Students with emotional and behavioral disorders had the highest odds ratios for suspensions, especially for African American students. Findings from this investigation are discussed and recommendations are provided for practice and future research.
Impact of Team Structure on Achieving Treatment Goals in a System of Care
Authors: Wright Eric R. , Russell Lisa A. , Anderson Jeffrey A. , Kooreman Harold E. , Wright Dustin E.
Published: May 2008

Although some evidence suggests that providing treatment via service coordination teams is related to improved outcomes among youth in a system of care, the aspects of team structure that contribute to treatment effectiveness are not well understood.This study draws on team membership and attendance data to identify and describe the structure of service coordination teams in the Dawn Project, a system-of-care initiative in Indianapolis, Indiana.This analysis examines three dimensions of team structure—size, form, and role composition—as well as the effect of these dimensions on the young people's program disposition.The results suggest that service coordination teams are most likely to be effective in achieving the team's treatment goals when they consist of four to eight members and include the youth and multiple family members. More generally,the findings underline the importance of considering team structure as an important force in shaping the effectiveness of service coordination programs and the potential utility of social network methods for studying these effects.The implications for management of service coordination teams and for future research on service coordination teams are discussed.ERIC R. WRIGHT, PhD, is an associate professor in the School of Public and Environmental Affairs at Indiana University—Purdue University Indianapolis (IUPUI), and director of health policy at the Center for Urban Policy and the Environment. His current interests include health policy, HIV/AIDS prevention, and mental health and social services for adults and children with serious mental health challenges. LISA A. RUSSELL, PhD, is associate director of research for ETR Associates. Her current interests include child maltreatment, domestic violence, and mental health. JEFFREY A. ANDERSON, PhD, is the director of the Center for Urban and Multicultural Education and an associate professor and area coordinator for special education programs in the School of Education at IUPUI. His current research interests include creating models of school-based interagency collaboration to improve prevention and early intervention of emotional and behavioral challenges in students. HAROLD E. KOOREMAN, MA, currently conducts research in health policy and wraparound services for children at the Center for Urban Policy and the Environment. DUSTIN E. WRIGHT, MS, conducts research in health policy, mental health services for adults and children with serious mental illness, and HIV/AIDS prevention at the Center for Urban Policy and the Environment. Address: Eric R. Wright, School of Public and Environmental Affairs, Indiana University—Purdue University Indianapolis (IUPUI), BS 4059, 801 W. Michigan St., Indianapolis, IN 46202; e-mail: ewright@iupui.edu
How Do Different Types of High School Students Respond to Schoolwide Positive Behavior Support Programs?
Authors: Lane Kathleen Lynne , Wehby Joseph H. , Robertson E. Jemma , Rogers Leslie Ann
Published: May 2008

In this article, the authors examined (a) the accuracy of teacher nominations in identifying ( N = 178) high school students with externalizing, internalizing, comorbid, and typical behavior patterns, as well as students who were receiving special education services for high-incidence disabilities, (b) the level of treatment fidelity and access to reinforcement for the different student groups, and (c) the degree to which these different types of students responded to a schoolwide positive behavior support (SW-PBS) intervention program. Results indicated that despite receiving equal access to reinforcement, there were subtle differences regarding how different types of high school students responded to the SW-PBS. It appears that students with internalizing behavior problems were the most responsive, whereas students with comorbid concerns were the least responsive. Limitations and directions for future research are offered.
Changes in Use of Alcohol, Marijuana, and Services by Adolescents With Serious Emotional Disturbance
Authors: Greenbaum Paul E. , Dedrick Robert F.
Published: May 2008

For the study reported here, the authors used growth mixture modeling to analyze changes in alcohol and marijuana use and the use of drug and alcohol treatment services for a sample of 180 adolescents with serious emotional disturbance (ages 12—14 years at the beginning of the 7-year longitudinal study).Three latent classes of substance users were identified, two of which exhibited significant linear increases in substance use. As expected, adolescents who were heavily involved in substance use at the beginning of the study and who significantly increased their substance use were the most likely to receive the greatest number of alcohol and drug services. Adolescents who had low levels of substance use at the beginning of the study but whose substance use increased significantly during the study received fewer services. The fact that the initially low substance-use class eventually ended up resembling the high substance-use class at the end of the 7-year study underscores the importance of collecting longitudinal data on substance use and employing the rate of change in substance use as an indicator of the need for treatment. Advantages of growth mixture and parallel processing modeling for studying changes in substance use and services are discussed.
Sociocultural Correlates of Disciplinary Exclusion Among Students With Emotional, Behavioral, and Learning Disabilities in the SEELS National Dataset
Authors: Achilles Georgianna M. , Mclaughlin Margaret J. , Croninger Robert G.
Published: May 2008

Suspension and expulsion are widely used to exclude students with and without disabilities who present problem behaviors in school, despite contentious legal debate and evidence associating these methods with high ecological stress and problematic developmental outcomes. Using selected participant data ( N = 1,824) from the SEELS study, the study authors entered multilevel predictors into logistic regression analyses to identify factors associated with higher likelihood of exclusion (HLE) among students in three high-exclusion disabilitygroups:emotional/behavioral disorders (EBD), other health impairment (OHI) with a diagnosis of attention-deficit/ hyperactivity disorder (ADHD), and learning disability (LD). When the authors examined disability groups together, HLE was more likely among students with EBD and ADHD compared to students with LD. HLE was also associated with African American ethnicity, older age, male gender, low socio-economic status, multiple school changes, urban schooling, and having parents who expressed low school satisfaction. However, when the authors examined the disability groups individually, predictor profiles varied markedly by disability type.The authors discuss implications for school programs.
Predictors of Placement Moves Among Children With and Without Emotional and Behavioral Disorders
Authors: Barth Richard P. , Lloyd E. Christopher , Green Rebecca L. , James Sigrid , Leslie Laurel K. , Landsverk John
Published: May 2008

Children identified as having emotional and behavioral disorders (EBD) may have different out-of-home care placements than their peers without EBD.This study compared the factors influencing placement movements for 362 children with EBD and 363 children without EBD, using clinical Child Behavior Checklist (CBCL) scores at baseline data collection of the National Survey of Child and Adolescent Well-Being. The analyses explored potential case characteristics influencing the number of placements for children with a clinical CBCL score at baseline data collection. Poisson regression models were used to explain the number of placements experienced during the first 36 months of placement. Overall, children with a clinical-level CBCL score were 2.5 times as likely to experience four or more placements as their nonclinical peers. Findings indicated that the presence of depression and not residing with siblings predicted movement among children with EBD. Among children without EBD, only older age was strongly associated with placement moves. Although the direction of effects is equivocal, these results call for greater attention to children's experience of out-of-home placement and the lack of homogeneity among children who are placed outside their homes.
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders
Authors: Sutherland Kevin S. , Snyder Angela
Published: May 2008

The purpose of this study was to examine the effects of an intervention involving reciprocal peer tutoring and self-graphing of reading data on the disruptive behavior, active responding, and reading fluency of students with emotional or behavioral disorders (EBD). Four middle school students with EBD participated in this research. Results indicated that during the intervention phase students' disruptive behavior decreased and active responding increased. Furthermore, during the intervention phase each student made progress on words read correctly per minute. This is represented by each student attaining the goal of typical reading growth, compared with only one student achieving this goal during the baseline phase. Limitations of the study and implications for practice and future research are discussed.
Empirically Based School Interventions Targeted at Academic and Mental Health Functioning
Authors: Hoagwood Kimberly E. , Serene Olin S. , Kerker Bonnie D. , Kratochwill Thomas R. , Crowe Maura , Saka Noa
Published: May 2008

This review examines empirically based studies of school-based mental health interventions. The review identified 64 out of more than 2,000 articles published between 1990 and 2006 that met methodologically rigorous criteria for inclusion. Of these 64 articles,only 24 examined both mental health and educational outcomes.The majority of school-based mental health intervention studies failed to include even rudimentary measures of school-related outcomes. Analysis of the 24 studies yielded several key findings:The types of mental health outcomes most frequently assessed included self-, peer-, teacher-, or parent-reported measures of social competence, aggression, or problem behaviors. Academic scores and school attendance were the types of educational outcomes most frequently assessed.The majority of interventions focused on elementary students, had a preventive focus, and targeted prosocial, aggressive, and antisocial behaviors. Only 15 of the 24 studies demonstrated a positive impact on both educational and mental health outcomes, 11 of which included intensive interventions targeting both parents and teachers. The studies that had an impact only on mental health outcomes tended to be less intensive with more limited family involvement.This review discusses the implications of these findings for school-based mental health services and identifies directions for future research.
Behavioral and Emotional Problems Reported by Parents of Children Ages 6 to 16 in 31 Societies
Authors: Rescorla Leslie , Achenbach Thomas , Ivanova Masha Y. , Dumenci Levent , Almqvist Fredrik , Bilenberg Niels , Bird Hector , Wei Chen  , Dobrean Anca , Döpfner Manfred , Erol Nese , Fombonne Eric , Fonseca Antonio , Frigerio Alessandra , Grietens Hans , Hannesdottir Helga , Kanbayashi Yasuko , Lambert Michael , Larsson BO , Leung Patrick , Xianchen Liu  , Minaei Asghar , Mulatu Mesfin S. , Novik Torunn S. , Oh Kyung-Ja , Roussos Alexandra , Sawyer Michael , Simsek Zeynep , Steinhausen Hans-Christoph , Weintraub Sheila , Weisz John , Metzke Christa Winkler , Wolanczyk Tomasz , Yang Hao-Jan , Zilber Nelly , Zukauskiene Rita , Verhulst Frank
Published: May 2008

This study compared parents' ratings of behavioral and emotional problems on the Child Behavior Checklist (Achenbach, 1991;Achenbach & Rescorla, 2001) for general population samples of children ages 6 to 16 from 31 societies ( N = 55,508). Effect sizes for society ranged from .03 to .14. Effect sizes for gender were ≤ .01, with girls generally scoring higher on Internalizing problems and boys generally scoring higher on Externalizing problems. Effect sizes for age were ≤ .01 and varied across types of problems.Total Problems scores for 19 of 31 societies were within 1 SD of the overall mean of 22.5. Bisociety correlations for mean item scores averaged .74. The findings indicate that parents' reports of children's problems were similar in many ways across highly diverse societies. Nonetheless, effect sizes for society were larger than those for gender and age, indicating the need to take account of multicultural variations in parents' reports of children's problems.
Function-Based Interventions for Students Who Are Nonresponsive to Primary and Secondary Prevention Efforts
Authors: Lynne Lane Kathleen , Rogers Leslie A. , Parks Robin J. , Weisenbach Jessica L. , Mau Ann C. , Merwin Megan T. , Bergman Wendy A.
Published: May 2008

This article illustrates how to (a) use schoolwide data to monitor student responsiveness to primary and secondary prevention efforts to identify students for tertiary preventions and (b) design, implement, and evaluate a function-based intervention in collaboration with two general education teachers, who served as the primary interventionists. Results demonstrate the feasibility and effectiveness of function-based interventions with students who are nonresponsive to primary and secondary prevention efforts. A clear functional relationship was demonstrated between the introduction of the intervention and changes in student behavior using a changing criterion design at the elementary level and an ABAB withdrawal design at the middle school level. Limitations and directions for future research are offered.
The Developmental Dynamics of Aggression and the Prevention of School Violence
Authors: Farmer Thomas W. , Farmer Elizabeth M.Z. , Estell David B. , Hutchins Bryan C.
Published: May 2008

The authors consider school violence from a dynamic systems conceptualization of aggression. This perspective suggests that aggression and school violence involve the contributions of both school social dynamics and the developmental histories of youth who are at risk for involvement in antisocial behavior. The authors present the concept of correlated constraints to describe the systematic alignment of developmental factors and their role in behavioral continuity and realignment. Building from this perspective, the authors present a theoretical framework that complements public health models of prevention to guide the establishment of comprehensive programs for preventing aggressive and violent behavior in schools. This framework suggests that three distinct but complementary levels of intervention are required to effectively reduce school violence: (a) universal strategies to address contextual factors, including the social dynamics of aggression and the activities of “conventional” peers that promote interpersonal conflict; (b) selective strategies for supporting the strengths of at-risk youth to prevent the negative reorganization of their developmental systems; and (c) indicated strategies involving coordinated services from multiple providers to reorganize the developmental systems of high-risk youth (i.e., youth with emotional and behavioral disorders).
Systematic Screening at the Middle School Level
Authors: Lynne Lane Kathleen , Parks Robin J. , Robertson Kalberg Jemma , Carter Erik W.
Published: May 2008

This article presents findings of two studies, one conducted with middle school students ( n = 500) in a rural setting and a second conducted with middle school students ( n = 528) in an urban setting, of the reliability and validity of the Student Risk Screening Scale (SRSS; Drummond, 1994). Results revealed high internal consistency, test—retest stability, and convergent validity with the Strengths and Difficulties Questionnaire (Goodman, 1997). In addition, short-term predictive validity was established; namely, students with risk statuses of low ( n = 422), moderate ( n = 51), and high ( n = 12) according to the SRSS could best be differentiated by behavioral variables (e.g., ODR, in-school suspensions). Although academic variables could differentiate between students with moderate or high risks and students without (low) risk, these variables did not differentiate between students in the moderate-risk group and students in the high-risk group as did the behavioral variables. Limitations and future research directions are discussed.
Developmental, Gender, and Comorbidity Differences in Clinically Referred Children with ADHD
Authors: Nolan Edith E. , Volpe Robert J. , Gadow Kenneth D. , Sprafkin Joyce
Published: May 2008

Attention-deficit/hyperactivity disorder (ADHD) is the most prevalent child psychiatric disorder, and the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition ( DSM-IV) recognizes three subtypes: predominantly inattentive, predominantly hyperactive/impulsive, and combined (inattentive and hyperactive/impulsive). This study examined age, gender, and comorbidity differences in ADHD subtypes, using a screening checklist based on DSM-IV criteria. Parent- and teacher-completed checklists were obtained for clinic-referred children and adolescents between the ages of 3 and 18 years. Findings indicated that few youngsters exhibited symptoms of hyperactivity/impulsivity in the absence of inattention. Hyperactive/impulsive behavior was more common in the youngest age group (3-5 years), whereas inattention was more common in adolescents. Boys were overrepresented for each subtype of ADHD; however, the proportion of boys to girls did not differ for the various subtypes. Youngsters who exhibited symptoms of both hyperactivity/impulsivity and inattention were more likely to show oppositional and conduct disorder behaviors and anxiety than those who were only inattentive. The findings from this study suggest that even among children who meet criteria for one of the subtypes of ADHD, age and gender differences may be important variables in diagnosis.
Youth Functional Status and Academic Achievement in Collaborative Mental Health and Education Programs:Two California Care Systems
Authors: Rosenblatt Jennifer A. , Rosenblatt Abram
Published: May 2008

This article describes the educational and functional status of youth served in joint education and mental health programs nested within two counties implementing the California System of Care Model for youth with severe emotional disturbance. The goals of the study were to (a) describe the demographic, educational, and clinical characteristics of youth served in education/mental health programs; (b) understand the relationship between functional status and academic achievement of these youth; and (c) compare these youth with matched peers involved in the broader system of care. Children and adolescents in the education/mental health programs were primarily Anglo-American boys with low academic achievement and high levels of functional impairment. Functional status and academic achievement were not related. Youth served in the specialized programs were more functionally impaired than youth served in the broader care system. This study provides evidence that youth served in education/mental health programs have the types of multisystem needs that may warrant multiagency collaboration and services.
Using Sixth-Grade School Records to Predict School Violence, Chronic Discipline Problems, and High School Outcomes
Authors: Tobin Tary J. , Sugai George M.
Published: May 2008

In this study, literature that indicates a need for systematic methods to identify students who are candidates for functional behavioral assessments and strength-based assessments is reviewed. These assessments will guide the development of individualized interventions to prevent violence, chronic discipline problems, and negative high school outcomes. Longitudinal research involving an archival review of a randomly selected sample of 526 students is reported. This research supports the use of school records of discipline referrals as a screening device. Referrals for violence involving fighting in Grade 6 predicted similar referrals in Grade 8. Frequency of discipline referrals in Grade 6 predicted chronic discipline problems in later middle school, which predicted frequency of suspensions in Grade 9. Three or more suspensions in ninth grade predicted school failure. Boys referred for fighting more than twice and girls referred even once for harassing, as sixth graders, were not likely to be on track for graduation when in high school.
Caseload Segregation/Integration: A Measure of Shared Responsibility for Children and Adolescents
Authors: Pandiani John A. , Banks Steven M. , Schacht Lucille M.
Published: May 2008

In this article, we introduce a child-focused measure of the degree to which local systems of care share responsibility for children and adolescents (the Caseload Segregation/Integration Ratio) and apply this measure to three service sectors in each of Vermont's 10 mental health service areas. The analysis focuses on caseload overlap among three service sectors: community mental health programs, the state child protection agency, and special education for an emotional or behavioral disability. Because the three service sectors do not share unique person identifiers, probabilistic population estimation was used to derive unduplicated counts of the number of children and adolescents served. Caseload integration was found to be positively related to the size of the mental health service sector, negatively related to the size of the child protection service sector, and unrelated to the size of the special education emotional behavioral service sector.
Racial/Ethnic Representation Across Five Public Sectors of Care for Youth
Authors: McCabe Kristen , Yeh May , Hough Richard L. , Landsverk John , Hurlburt Michael S. , Wells Culver Shirley , Reynolds Beth
Published: May 2008

We examined service representation patterns of four racial/ethnic groups (African Americans, Asian/ Pacific Islander Americans, Caucasian Americans, and Latinos) across five public youth service sectors (alcohol/drug treatment, child welfare, juvenile justice, mental health, and public school services for children with serious emotional disturbance) in San Diego County. A full enumeration of children ages 0 to 18 served by those sectors during a 6-month period was analyzed to determine representation of each racial/ethnic group. Comparison groups of San Diego children were culled from three sources: 1996 census estimates, 1996 census estimates at or below 200% of poverty level, and the 1997 San Diego County school enrollment census. Results varied by racial/ethnic group and comparison group used, indicating that race/ethnicity affects service use patterns and that socioeconomic status should be taken into consideration when examining racial/ethnic representation. When socioeconomic status was taken into account, African Americans and Caucasian Americans were overrepresented across most sectors, Latinos were underrepresented across all sectors, and Asian/ Pacific Islander Americans demonstrated a mixed pattern. Results are discussed in terms of methodological and policy implications.
Facilitating the Inclusion of Students with EBD into General Education Classrooms
Authors: Shapiro Edward S. , Miller David N. , Sawka Kristin , Gardill M. Cathleen , Handler Marcie W.
Published: May 2008

This article reports the outcomes of a 3-year project examining the impact of an experiential inservice program and consultation processes in facilitating the inclusion of students with emotional or behavioral disorders (EBD) into general education settings. A total of 25 school districts were randomly assigned to one of three conditions. Participants from one group of districts received an intensive experiential inservice program followed by 6 to 8 weeks of on-site consultation to help implement specific intervention strategies learned through the inservice for enhancing inclusionary practices for students with EBD. Participants in the second group also received the in-service but their consultation was delayed by 6 to 8 weeks, during which time they were instructed to also implement the interventions for targeted students. The third group served as a wait-list control. Results showed that immediate implementation of the consultation process was needed for districts to implement learned interventions effectively. Overall, the project underscored the importance of consultation and support services to general education staff for enhancing effective inclusionary practices for students with EBD.
Trauma Exposure, Protective Factors, and Mental Health Functioning of Substance-Abusing and Dependent Juvenile Offenders
Authors: Brown Tamara L. , Henggeler Scott W. , Brondino Michael J. , Pickrel Susan G.
Published: May 2008

This study examined the linkages of trauma exposure and protective factors with important aspects of mental health and behavioral functioning in a sample of youth presenting serious clinical difficulties. In general, results suggest that the effects of trauma vary considerably with the nature of the trauma. Specifically, findings indicated that, after controlling for important third variable explanations, violence exposure was linked with adolescent criminal offending, whereas sexual abuse was linked with psychiatric comorbidity. Additionally, several of the demographic and protective factors showed significant associations with measures of criminal activity and mental health. Implications of these findings are discussed and directions for future research are suggested.
Alternative Selection Criteria for Identifying Children with ADHD: Observed Behavior and Self-Reported Internalizing Symptoms
Authors: Volpe Robert J. , Dupaul George J. , Loney Jan , Salisbury Helen
Published: May 2008

This study investigated how children who identified themselves as having attention-deficit/hyperactivity disorder (ADHD) via a DSM-based child interview would differ from children who were so identified by an adult only on a commonly used parent/teacher rating scale. Prevalence of ADHD, age, IQ, observed disruptive behavior, self-reported internalizing symptoms, and symptom severity of externalizing symptoms and comorbid internalizing and externalizing disorders were examined. Although no significant differences were found in observed disruptive behavior between groups, the Child Self-Identified group endorsed significantly more internalizing items on commonly used self-rating scales. Findings suggest that children who self-identify as having ADHD may also exhibit higher levels of internalizing symptoms.
Implications of Social Development Research for School-Based Interventions for Aggressive Youth with EBD
Authors: Farmer Thomas W. , Farmer Elizabeth M.Z. , Gut Dianne M.
Published: May 2008

Current views of the role of social relations in the development of aggressive and disruptive behavior are presented, and advances in social development research are summarized. The primary points of the articles in this special issue are considered against this backdrop and synthesized with regard to implications for the development of preventative interventions and positive behavioral supports for aggressive youth with or at risk of emotional and behavioral disorders. Together these articles suggest that the social growth of such youth is highly complex and involves multiple factors, including the social goals and characteristics of the student, the affiliative patterns and social roles of the student, and the interactional dynamics among students and between students and teachers. School-based interventions should focus not only on the behavior of the student, but also on social-cognitive processes and social contextual factors that support aggressive and disruptive behavior.
A Social Goals Perspective on Children's Social Competence
Authors: Erdley Cynthia A. , Asher Steven R.
Published: May 2008

Developing a more comprehensive understanding of social competence and the reasons for social relationship difficulties requires attention to the kinds of goals children are pursuing in specific social situations. In this article, the authors describe several theoretical models of social information processing, each of which includes goals as a crucial component in motivating children's behavior. The authors also review evidence from studies of children who are aggressive, withdrawn/submissive, or prosocial that points to an association between children's goals, their strategies for coping with problematic social tasks, and their ultimate success or failure in social relationships. Attention is also given to various social-cognitive processes that may be linked to children's tendencies to formulate adaptive versus maladaptive goals. Finally, the implications of a social goals perspective for interventions with children with emotional and behavioral problems is discussed.
Prevention Strategies for At-Risk Students and Students with EBD in Urban Elementary Schools
Authors: Kamps Debra , Kravits Tammy , Stolze Julie , Swaggart Brenda
Published: May 2008

This article describes a prevention program designed to provide "universal" interventions (i.e., classroom management, social skills, peer tutoring in reading) for at-risk students and those identified as having emotional and behavioral disorders (EBD) in urban schools. Students were selected based on the Systematic Screening for Behavior Disorders, with a key selection factor being identification of serious behavior problems through teacher nominations. An experimental-control, posttest design was used to analyze data across the target and control groups, which were composed of students already identified as having EBD and students at risk for EBD. Eleven students with EBD were included in the target group; six students with EBD were in the control group. Direct observation measures showed significant differences between the two groups in on-task, positive recess interaction and play, aggression, and out-of-seat behaviors. Teacher reports indicated significant differences for appropriately requesting attention, following directions, and reducing disruptive behaviors for the target group. Findings across students indicated the need to continue early prevention efforts for students with EBD and those at risk for EBD, with a suggestion that increased attention should be given to positive behavioral support systems.
Comments on Social Development Research in EBD
Authors: Kauffman James M.
Published: May 2008

Comments on research are provided with reference to current controversies in the education of students with emotional and behavioral disorders, including postmodernism, prevention, full inclusion, socialization by peers, and the future of research on social development.
Analyzing the Classroom Social Behavior of Students with EBD
Authors: Shores Richard E. , Wehby Joseph H.
Published: May 2008

Research using new direct observation procedures to analyze classroom social behavior of children with emotional and behavior disorders (EBD) is reviewed.These observation systems are complex but allow a sequential analysis of social interaction sequences that should prove helpful in understanding the social behavior of children with EBD. The research supports at least one major conclusion—that teachers seldom provide praise or other forms of potential social reinforcement. It also suggests that teachers may engage in behavior to escape or avoid social contact with many of these difficult-to-teach children. Issues regarding reliability of the procedures are discussed, and the authors also suggest some directions for future research.
Young Students At Risk for Antisocial Behavior: The Utility of Academic and Social Skills Interventions
Authors: Lynne Lane Kathleen
Published: May 2008

The effectiveness of academic and social skills interventions were compared using first-grade students identified by their classroom teachers as at risk for behavior problems. The aim of this study was to determine whether an academic or a social skills intervention would be more effective in increasing academic performance and social competence and in decreasing problem behavior. Academic, social, and behavioral outcome measures were examined using a mixed model design. None of the interaction terms was significant for any four dependent variables assessed. Findings pertaining to maintenance of effects indicated that, although improvements were not statistically significant, the improvements that did take place were maintained.Treatment acceptability ratings completed by student participants from each of the three intervention groups were favorable. Similarly, the majority of the teachers rated the interventions as highly acceptable. Logistical constraints of this study are examined, and direction for future research is provided.
Upregulation of Activator Protein-4 in Human Colorectal Cancer With Metastasis
Authors: Jie Cao  , Minghua Tang  , Li Wanglin L. , Jintang Xie  , Hong Du  , Tang Weibiao B. , Hui Wang  , Chen Xiwen W. , Huanqing Xiao  , Yuyuan Li
Published: May 2008

The aim of this study is to investigate the expression of AP-4, VEGF, and MMP-9 genes in human colorectal cancer. The expression pattern of activator protein-4 in 160 colorectal cancer compared with 32 colorectal adenomas and 32 normal colorectal tissues is demonstrated by tissue microarray-immunohistochemistry and real-time reverse transcriptase—polymerase chain reaction. Apoptosis status using terminal deoxynucleotidyl transferase—mediated dUTP nick-end labeling by comparing activator protein-4 positive versus activator protein-4 negative colorectal cancer is also assessed. The messenger RNA levels of vascular endothelial growth factor and matrix metalloproteinase-9 expression in activator protein-4 positive and negative colorectal cancer were measured using real-time reverse transcriptase— polymerase chain reaction. The activator protein-4 expression in normal colorectal tissue, adenoma, and adenocarcinoma were 4 of 32, 8 of 32, and 78 of 160, respectively. It is shown that the activator protein-4 expression was significantly correlated with the progression of colorectal cancer ( P < .01) and differentiation and lymph node metastasis ( P < .01). Our results also presented that the activator protein-4 expression was associated with the expression of matrix metalloproteinase-9 and vascular endothelial growth factor in the advanced colorectal cancer.
Adenocarcinoid Tumor of the Extrahepatic Biliary Tract
Authors: Costantini Matteo , Montalti Roberto , Rossi Giulio , Luisa Losi , Masetti Michele , Di Benedetto Fabrizio , Giorgio Gerunda
Published: May 2008

The term adenocarcinoid was first coined by Warkel et al in 1978 to describe a group of uncommon low-grade malignant appendiceal tumors with morphologic and histochemical evidence of both glandular (adenocarcinoma) and neuroendocrine (carcinoid) differentiation for which several terms have been used in the past. Although the appendix is the most frequent site of this tumor, similar neoplasms have been reported also in other sites, such as colon, gallbladder, Vater's ampulla, and stomach. The biologic and clinical behavior of adenocarcinoid is still unclear. Provided that it can metastasize, a recent meta-analysis on appendiceal adenocarcinoids showed that right hemicolectomy is not required when the tumor is completely excised and there is no cecal involvement. In this article, the clinicopathologic features of an adenocarcinoid tumor occurring in the extrahepatic biliary tract with infiltration of the common hepatic duct wall that, to the best of our knowledge, represents the first report in this site is described.
Small Cell Carcinoma: Arising in Lynch Syndrome: A Previously Undocumented Occurrence
Authors: Oman Sarah A. , Ballinger Lori , Cerilli Lisa A.
Published: May 2008

Lynch syndrome is a genetic cancer predisposition syndrome caused by an inherited defect in 1 of 4 DNA mismatch repair genes (mutL homolog 1, mutS homolog 2, mutS homolog 6, and postmeiotic segregation 2). Despite the theoretically increased risk in all tissues, Lynch syndrome exhibits tissue specificity, with a particular tendency among affected individuals to develop colorectal and endometrial cancer at a young age. A number of other malignancies, including those derived from the ovary, stomach, small bowel, and urothelium, have also been linked to this syndrome. A growing body of evidence exists to support an association between mismatch repair mutations and a growing spectrum of hereditary nonpolyposis colon cancer-associated neoplasms. In this article, a previously undocumented mismatch repair-related malignancy in a patient with Lynch syndrome is reported.
Thymoma and Thymic Carcinoma Arising in a Thymolipoma: Report of a Unique Case
Authors: Haddad Hussam , Joudeh Amani , El-Taani Hani , Mansour Asem , Morcos Basem , Fayoumi Said , Sughayer Maher
Published: May 2008

Thymic carcinoma arising within a thymolipoma has not been reported previously. The authors present a unique case of thymoma and undifferentiated thymic carcinoma arising within a thymolipoma in a 36-year-old woman. The bulk of the resected mass was composed of benign fatty tissue admixed with foci of unremarkable thymic tissue; however, it also harbored a central solid mass showing undifferentiated thymic carcinoma associated with a type B2 thymoma. The carcinoma cells were positive for cytokeratin AE1/AE3, cytokeratin 19, and cytokeratin 8/18. They were negative for vimentin, cytokeratin 7, cytokeratin 20, CD5, epithelial membrane antigen, CD30, placental alkaline phosphatase, carcinoembryonic antigen, CD99, leukocyte common antigen, Epstein-Barr virus, inhibin alpha, and protein gene product 9.5. Rare tumor cells showed positive staining for chromogranin and synaptophysin.
Myxoid Epithelioid Sarcoma: Clinicopathologic Analysis of 2 Cases
Authors: Fadare Oluwole
Published: May 2008

In the nearly 4 decades since its original delineation as a distinct clinicopathologic entity, several morphologic variations of epithelioid sarcoma have been described. Proximal, angiomatoid, and fibroma-like variants have been reported, as have cases displaying significant hyalinization, calcification, and/or ossification. Furthermore, it has long been recognized that epithelioid sarcoma may display focal myxoid change. Herein, the authors describe 2 examples of epithelioid sarcoma that displayed diffuse myxoid change. Both cases were otherwise typical, both morphologically and immunophenotypically, of epithelioid sarcoma. The tumors in both cases were localized, and the patients were treated with wide local excision followed by adjuvant radiotherapy. The patients are free of disease recurrence after 25 and 37 months of follow-up. Differential considerations that may arise because of the composite of morphologic and immunophenotypic findings noted in these cases are discussed, especially if encountered in a small biopsy. These cases further expand the morphologic spectrum of epithelioid sarcoma.
B-Cell and T-Cell Lymphomas of the Breast: Clinical—Pathological Features of 53 Cases
Authors: Gualco Gabriela , Bacchi Carlos E.
Published: May 2008

Breast involvement by non-Hodgkin lymphomas is rare. We studied the morphological, immunophenotypical, and clinical features of 53 cases of malignant lymphomas involving the breast in a population of Brazilian patients. Most of the cases were of B-cell phenotype. Four of the patients with primary breast lymphomas had T-cell lymphomas, 3 had CD30-positive anaplastic large cell lymphomas, and 1 had panniculitis-like T-cell lymphoma. Most patients presented with an incidental breast mass. Secondary breast lymphoma was seen in 19 patients and most commonly occurred as part of widespread nodal disease. Two patients presented with bilateral breast involvement. The most prevalent histological subtype was also diffuse large B-cell lymphoma, followed by follicular lymphoma. This study shows that the broad morphological and immunophenotypical spectrum of malignant lymphoma of the breast occurring in a large series of Brazilian patients has many similarities with that seen in Western countries, with a higher proportion of high-grade lymphomas in both primary and secondary cases.
Benign Fibro-Osseous Lesions of the Jaws: A Study of 127 Chinese Patients and Review of the Literature
Authors: Mohd Jamal Alsharif  , Sun Zhi-Jun , Chen Xin-Ming , Wang Shi-Ping , Zhao Yi-Fang
Published: May 2008

The aim of this study is to analyze all the cases of benign fibro-osseous lesions treated at School and Hospital of Stomatology, Wuhan University, to compare the results obtained in this study with those previously documented by other authors. The 127 cases diagnosed as a fibro-osseous lesion were retrieved, and information about these lesions was documented. In all, 127 cases of benign fibro-osseous lesions were surgically treated. Of these, 55 were cemento-ossifying fibroma, 43 ossifying fibroma, and 29 fibrous dysplasia. Cemento-ossifying fibromas mostly occur in men of the second decades, mostly in the mandible. Ossifying fibromas had almost equal sex predilection and age distribution peaked in the second decades, mostly in the mandible. Fibrous dysplasia also had equal sex predilection, and age distribution peaked in the second and third decades, with equal occurrence in both jaws. The tumors needed to have a regular follow-up after the surgery.
Teratoid Cyst of Floor of the Mouth: A Clinicopathologic Study of 20 Chinese Patients
Authors: Mohd Jamal Alsharif  , Yifang Zhao
Published: May 2008

The aim of this study is to document the clinicopathologic features of teratoid cyst of the floor of the mouth in 20 Chinese patients, who were treated in Wuhan University. The 20 teratoid cysts were analyzed. All cases were confirmed by pathology. English literature was also reviewed. Our investigations showed that both sexes were equal to have these cysts. The age at diagnosis ranged from 25 days to 34 years, and the greatest frequency was within the first decade. It was found that the congenital cysts were most commonly diagnosed in the midline. All cases were treated by cystectomy, using 1 of the 2 approaches: extraoral or intraoral. Whenever, combined approaches were used in 2 cases. In all, 16 patients were followed-up, and 2 patients had recurrences. The intraoral approach was also effective for the treatment of large lesions and led to very good cosmetic and functional results.
The Levenson Self-Report Psychopathy Scale
Authors: Miller Joshua D. , Gaughan Eric T. , Pryor Lauren R.
Published: May 2008

There are several self-report measures of psychopathy, most of which use a two-factor structure. There is debate regarding the convergence of these factors, particularly with regard to Factor 1 (F1), which is related to the interpersonal and affective aspects of psychopathy; Factor 2 (F2) is related to the social deviance associated with psychopathy. This study examines the relations between the Levenson Self-Report Psychopathy (LSRP) factors and personality traits and disorders (PDs) in an undergraduate sample (n = 271). LSRP Factor 1 is related to an antagonistic interpersonal style (i.e., low Agreeableness; high Narcissistic PD and ratings of prototypical psychopathy), whereas Factor 2 is more strongly related to negative emotionality (i.e., Neuroticism), disinhibition (i.e., low Conscientiousness) and a broad array of PD symptoms. The authors interpret these findings in the context of alternative measures of psychopathy and suggest that the LSRP is a reasonable, albeit imperfect, measure of psychopathy.
Ethnic Disparities in Youth Access to Tobacco: California Statewide Results, 1999-2003
Authors: Landrine Hope , Corral Irma , Klonoff Elizabeth A. , Jensen Jennifer , Kashima Kennon , Hickman Norval , Martinez Jonathan
Published: May 2008

The authors examined the role of youth ethnicity in youth access to tobacco with large, random samples of stores and large samples of ethnically diverse youths for the first time. From 1999 through 2003, White, Black, Latino, and Asian youths made 3,361 cigarette purchase attempts (approximately 700 per year) statewide. Analyses revealed that Black youths had significantly higher access than other youths and that access rates for Black and Asian (but not Latino or White) youths exceeded the Synar-mandated ≤ 20%. Clerks who failed to demand youth proof of age identification (ID) sold 95% of the tobacco that youths received and sold significantly more often to minorities and to girls, whereas clerks who demanded youth ID sold equally infrequently to all youths. These findings highlight significant ethnic disparities in youth access to tobacco and imply that those might be eliminated by policies and interventions that increase clerk demands for youth ID.