Search

Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem. Across 22 studies, participants included 1,171 children ages 5-13 with formally identified EBD and no history of developmental, neurological, or language disorders. Results indicated prevalence of below-average language performance was 81%, 95% CI [76, 84]. The mean comprehensive language score was 76.33 [71, 82], which was significantly below average. Implications include the need to (a) require language screening for all students with EBD, (b) clarify the relationship between language and behavior, and (c) develop interventions to ameliorate the effects of these dual deficits., Children with emotional and behavioral disorders (EBD) exhibit maladaptive social and behavioral responses characterized as severe, chronic, and pervasive (Gresham, 2005). Whether identified and served through educational or mental health [...]

For children and adolescents with behavioral and emotional disorders and their families, education about their disorders and the treatments is an essential component of a comprehensive approach to their care. Education can encourage active participation in treatment, enhance adherence to treatment regimens, and provide patients and families with important coping skills. Thus, the Children's Medication Algorithm Project (CMAP) incorporated a psychoeducational program into the medication algorithm created to improve treatment of children with ADHD and/or depression in the Texas public mental health sector. This article describes the process by which a comprehensive educational program was developed in partnership with parents and advocates. The final program is described, as well as a pilot study to examine the feasibility of implementation in four community clinics. KEY WORDS: pshycoeducation; education; major depressive disorder; attention deficit hyperactivity disorder; Children's Medication Algorithm Project; treatment algorithm.

The effects of feedback on the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation was examined in 4 studies. Immediate feedback was provided by either an educator or the Immediate Feedback Assessment Technique (IF AT), at the end of a test series by a review of correct solutions (delayed feedback), or for control purposes, with a Scantron form. Reductions in errors and inaccurate perseverative responding during intervention periods were higher, and the repetition of errors during maintenance test was lower, when feedback was provided by an educator in Study 1. These results were replicated and extended in Study 2 to the operation of subtraction. In Study 3, the concurrent presentation of both forms of immediate feedback was more effective than the presentation of either form separately. In Study 4, the adjunctive value of the IF AT to facilitate the teaching-learning process was established, with higher levels of independent learning and retention demonstrated when the IF AT was available. The IF AT, as a simple paper and pencil tool, can assist the educator through the provision of individualized performance feedback and the encouraging of students to continue responding while simultaneously promoting independent learning., The past 20 years have witnessed considerable changes in educational policies and practices related to instruction of students with learning difficulties (Hitchcock & Noonan, 2000). The number of students with [...]

Youth with learning and psychiatric disabilities who have dropped out of school face significant barriers to achieving academic and vocational success and are at increased risk for limited post-secondary education, high unemployment rates, and poor socioeconomic status. This paper describes the development and first year results of a model program designed to address the academic and vocational needs of out-of-school youth with disabilities. Participant's success provides initial evidence for the effectiveness of the program and suggests the need for rigorous research in this area. Implications for rehabilitation programs are discussed., Youth with learning disabilities (LD), emotional and behavioral disorders (EBD), or psychiatric disabilities face many barriers to success in school and work. Compared with peers without disabilities, youth with LD, [...]

The author puts forth examples of student mental health programs that are aimed at preventing emotional and behavioral problems from developing or escalating. The author examines collaborations between schools, communities and research-based programs and discusses ways in which these programs can be enhanced.

The author examines Target 7 of the Office of Special Education Programs National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. In this article the author examines the barriers and needs necessary to create collaboration between individuals, families and community in order to improve educational outcomes for these children.

This article discusses target six of the Office of Special Education Program's National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. The authors discuss four methods of improving educational outcomes: strengthening the capacity of professionals and parents; decreasing isolation of school staff; increasing staff involvement; and including parents in staff development activities.

This article examines target 4 of the Office of Special Education Programs National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. The authors discuss the history and goals of engaging families to play a greater role in the care of their children.

This article examines Target 3 of the Office of Special Education Program's National Agenda for Achieving Better Results for Children and Youth with Series Emotional Disturbances. The authors examine ways in which diversity can be practiced in school to better student achievement.

The authors examine measure taken by the Westerly, Rhode Island and Alliance, Ohio school districts to improve education of students with serious emotional disturbance. Both schools districts adopted a plan to keep students in their neighborhood schools and regular classrooms, and involved the community for a collaborative approach.

The authors state that students with emotional disturbances receive inadequate services in public schools. They suggest what can be done to improve the situation for these students.

School-based interventions in three California counties were conducted to create a system of care for youth with severe emotional disturbance. The empirical results presented were the educational attendance and achievement in clinical and academic programs. The findings suggest that placements in restrictive levels of care can be reduced and controlled while improving academic achievement in specialized programs within the care systems.

ABSTRACT: This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs., Although the goal of special education programs is to help students function in the least restrictive environment, the complex behavioral, social, emotional, and academic problems of students with serious emotional [...]

An adolescent female with multiple handicaps and a long history severely disruptive behavior participated in a functional assessment linked directly to specific revisions in her school curriculum. During Phase 1, reversal designs were used to test hypotheses pertaining to antecedent and curricular influences on problem behavior. During Phase 2, a multiple baseline across afternoon and morning time periouds demonstrated that the curricular revisions were effective in eliminating severely disruptive behavior and increasing on-task responding. Data also showed that inappropriate 'psychotic' speech was reduced and appropriate social interactions were increased. Follow-up results showed that the changes were maintained throughout the school year. Questionnaire data provided social validation of the procedures and outcomes. The finding are discussed in relation to their implications for functional assessment, individualized curricula, and positive programming for students with disabilities and serious behavior problems. DESCRIPTORS: functional assessment, curricular revision, problem behavior

A study was conducted to examine the perceptions of the self-determination of youth with emotional and behavior disorders from a community high school, separate educational facility, and residential facility. Findings indicate that students consistently rated themselves in the moderate range, and that students from the residential facility rated themselves the highest.

This article examines the controversy that surrounds the diagnosis and treatment of bipolar disorder in children, focusing on how juvenile bipolar disorder can disrupt educational development. Topics include antipsychotic medications and how teachers can manage student outbursts.