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Download full textFabiano, Gregory A.; Pyle, Kellina – Grantee Submission, 2019
Children with ADHD comprise one of the most common groups requiring supports from school mental health providers, yet current school structures and special education policies are not optimally situated to support and adapt to the inconsistent behaviors that are the hallmark of children with ADHD. The present paper reviews the evidence base for…
Descriptors: Attention Deficit Hyperactivity Disorder, Mental Health, School Health Services, Symptoms (Individual Disorders)
Direct linkRodriguez, James; Hoagwood, Kimberly Eaton; Gopalan, Geetha; Olin, Serene; McKay, Mary M.; Marcus, Sue M.; Radigan, Marleen; Chung, Michelle; Legerski, Joanna – Journal of Emotional and Behavioral Disorders, 2013
Treatment participation was examined among youth enrolled in an evaluation of cognitive behavioral therapy (CBT) for trauma following the 9/11 World Trade Center disaster. Staff at nine agencies serving a predominantly low-income, ethnically diverse population were trained to deliver CBT and structured engagement strategies. A total of 445 youth…
Descriptors: Health Services, Cognitive Restructuring, Mental Health Programs, Pretests Posttests
Benner, Gregory J.; Kutash, Krista; Nelson, J. Ron; Fisher, Marie B. – Education and Treatment of Children, 2013
It is well documented that youth with or at-risk for emotional and behavioraldisorders (E/BD) have severe deficits in their academic functioning. To beginto address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing…
Descriptors: Academic Achievement, Achievement Gap, Behavior Disorders, Emotional Disturbances
DeLoach, Kendra P.; Dvorsky, Melissa; Miller, Elaine; Paget, Michael – Advances in Special Education (MS), 2012
Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential. [For complete volume, see ED539318.]
Descriptors: Behavior Disorders, Mental Health, Mental Health Workers, Mental Disorders
Plotts, Cynthia A. – Advances in Special Education (MS), 2012
Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…
Descriptors: Validity, Rating Scales, Behavior Disorders, Criteria
Walker, Bridget A. – Intervention in School and Clinic, 2010
Many schools are developing a continuum of services and supports for students who may be struggling in school, whether through a response to intervention (RTI) model or a schoolwide positive behavior supports (SWPBS) model. Study results suggest that schools will not be effective if they focus solely on identifying and responding to student…
Descriptors: Student Needs, Academic Achievement, At Risk Students, Behavior Problems
National Association of School Nurses (NJ1), 2012
This article presents position statements, issue briefs, and resolutions and consensus statements of the National Association of School Nurses (NASN). The Position Statements include: (1) Allergy/Anaphylaxis Management in the School Setting; (2) Caseload Assignments; (3) Child Mortality in the School Setting; (4) Chronic Health Conditions, Managed…
Descriptors: Sexuality, Child Abuse, Violence, Health Programs
