Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…

This paper presents data from a Forest School project aimed at impacting upon children and young people's emotional wellbeing. It uses a theory of change methodology to evaluate impact and explore the causal processes within the project. Mixed methods data are presented and analysed in relation to how different parts of the Forest School approach,…

Supporting the needs of youth with emotional and behavioral disorders (EBD) and their families can be challenging in rural settings. Implementing strategies that take into account for and address barriers in rural settings is important. One strategy to improve outcomes for both students with EBD and their families in rural settings is providing…

School psychology in Singapore gained greater prominence with the development of the National Mental Health Blueprint in 2007 that included a focus on children and adolescents. A partnership between the Ministry of Health and the Ministry of Education was formed to develop a community mental health pilot program called 'Response, Early…

States and jurisdictions are under increased pressure to demonstrate the use of evidence-based treatments (EBTs) for children's mental health, increasing the demand for a workforce trained in these practices. Universities are a critical pipeline for this workforce. This article describes the genesis and evolution of a university-based initiative…

Peer-reviewed journal articles published between 1990 and 2007 examining service-learning (SL) and students with disabilities were reviewed. Thirty-four articles were coded according to type of SL (inclusive, segregated, both), grade level and disability of the students, type of article (general description, program description, research-based),…

Young people with learning and behaviour disabilities often leave school without transition planning. When planning does occur, there is generally a discrepancy between the goals of students, parents, and professionals. Students requiring higher levels of support may not even be included in the planning process and transition plans are often…

Decades of research have demonstrated, now convincingly, that emotional and behavioral syndromes and many of their antecedent risks can be prevented. Much of this progress can be traced to the founding and expansion of the relatively young field called prevention science, an interdisciplinary field that emerged in the early 1990s to address the…

Students with emotional and behavioral disabilities (EBD) have had difficulties in achieving educational, vocational, and community outcomes that would lead to personal success and satisfaction. Some of these outcomes relate to how special education transition programs integrate effective approaches to support success with these students. In this…

Extended day treatment (EDT) is an innovative intermediate-level service for children and adolescents with serious emotional and behavioral disorders delivered during the after school hours. This paper describes the core components of the EDT model of care within the context of statewide systems of care, including its core service components,…

Case methodology is receiving more recognition in the field of education as a viable pedagogy for use in the preparation of future educators. In this article, the coauthors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special…

Eight key areas (philosophy, goals, definition of population, entry criteria and procedures, curriculum materials and methods, exit procedures and criteria, evaluation and operational procedures) are considered necessary for a well conceptualized program description. (Author/CL)

A conceptual scheme developed by the National Needs Analysis Project in Behavior Disorders is presented for guiding program description and evaluation in the behavioral disorders field. The scheme identifies essential program components such as philosophy, community involvement, and exit procedures. Underlying assumptions, the development process,…

This program describes a program at one Minnesota elementary school that works to optimally include 32 students with emotional and behavioral disorders. The three special classes involve increasing amounts of time spent in mainstream settings with decreasing amounts of additional support. Key program characteristics include philosophy, goals,…

Describes two programs that serve gifted students with special needs. The first, Project HIGH HOPES, helps students by establishing curricular accommodations. The other program entails staff members ensuring that gifted students are challenged and that these students' parents know how to interact effectively with their children. (MKA)