Aversive procedures such as seclusion and restraint are generally viewed as emergency only procedures in school settings. However, they are still used too often to respond to student behaviors in schools. The purpose of this scoping review was to determine which types of documents have been published in peer-reviewed journals, the degree of…

Creation of biases and stereotypes has led to individual and institutional discrimination of students who are emotionally and behaviorally disturbed (EBD). The lack of supports and under utilized research based techniques by educational staff has major implications on the success of students with EBD in various settings. Providing appropriate…

The relationship between state definitions of behavior disorders and the number of children being served was examined for one year prior to implementation of Public Law 94-142 and a year following full implementation. Definitional components accounted for less than a third of the variance in prevalence rates. Influences contributing to the…

This discussion concludes that personal choice cannot be used to distinguish between students with serious emotional disturbances or social maladjustment, a distinction required by federal legislation. Literature supporting this conclusion is reviewed, focusing on conduct problems and disorders, choosing maladjusted behavior, choosing a serious…

The role of teachers in assisting emotionally and behaviorally disordered students to develop full and happy lives is discussed. Described are factors in successful adaptation, liabilities and assets impacting the teachers' situation in supporting students, Public Law 94-142's influence in ensuring appropriate education, and the challenge of the…

The purpose of this study was to gain a student's perspective on the differences between alternative and traditional educational settings. Specific objectives were to (1) identify obstacles students perceived in transitioning from alternative settings to traditional school settings and (2) hear the authentic voices of students to determine what…

Special educators have historically used psychological theories to explain students' disruptive and oppositional behavior. Sociological research and theories have played a secondary or even nonexistent role. The sociology of education tradition within general education has developed an extensive literature examining student misbehavior. This…

Issues related to the exclusion of students considered socially maladjusted from consideration in Public Law 94-142 are discussed in light of current research evidence and school practices. A broader, more inclusive perspective is advocated, including early intervention and special education for such at-risk pupils. (Author/PB)