Much of the work in youth violence prevention has been based in a public health model and guided by a developmental-ecological perspective on risk and prevention (Bronfenbrenner, 1979, 1988). A central tenet of developmental-ecological theory is that individual development is influenced by the ongoing qualities of the social settings in which the…

It is proposed, among other things, that the field of behavioral disorders begin to give support and advocacy to a social systems and group process approach to work with incarcerated youth. (DLS)

This article reviews the psychoeducational, behavioral, and ecological models underlying educational services to students with behavior disorders. Models are compared for their explanatory nature, implications for intervention, and how they address the scientific approach to behavior disorders. (DB)

In response to Forness and Kavale (2001), this article suggests that the new medical model they propose for intervention with children who have emotional or behavioral disorders does not go far enough and that a comprehensive treatment model should incorporate other evidence-based approaches to intervention. (Contains 7 references.) (DB)

In response to Forness and Kavale's (2001) argument that the field of emotional and behavioral disorders (E/BD) should adopt a "new" medical model, this commentary argues that the benefit of psychiatric diagnoses and pharmacologic treatments have not been established. It advocates a resistance-to-intervention approach to E/BD eligibility…

This discussion addresses changing problems and populations in the emotional/behavioral disorders field, the ever-shifting scientific models used in the field, and the concerted proactive response of the Council for Children with Behavioral Disorders to the needs of children and youth with emotional/behavioral disorders. (JDD)

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…

This paper uses an interactional model to examine teacher-student relationships. The application of coercion theory to relationships between teachers and students suggests that teachers may become victims of their students and the systems that hold them responsible for educating atypical learners. (DB)

This article addresses legal concerns regarding the use of level systems to manage students with emotional and behavioral disorders. Concerns pertain to a failure to individualize the program, including restricted access to the least restrictive environment, curricular issues, and procedural concerns. A decision-making model to aid in designing…

This paper postulates that cultural and societal factors have exerted a powerful force on the conceptualization and treatment of attention-deficit hyperactivity disorder. A functional assessment approach is presented, along with a model for classifying performance deficits and methods for selecting intervention strategies based on the model.…

The original authors of an article proposing a new medical model of special education for children with emotional or behavioral disorders respond to comments by considering: (1) the role of psychiatric diagnosis in special education, (2) the relative efficacy of behavioral versus psychopharmacologic treatment, and (3) the nature of…