Systematic screening for behavioral and social-emotional concerns at school is one way to ensure that at-risk children are identified and provided services. School psychologists play a critical role in creating multitiered systems of support that consider universal screening, early intervention, and ongoing progress monitoring to help support…

Six months after the carnage at Virginia Tech last year, the author relates that she studied the steps colleges have since taken to try to prevent suicide and homicide on campus. Here, she discusses some of the observations she gathered from her study. She describes that some faculty members are indifferent, oblivious, or even nasty to their…

The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB)

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Characteristics of the aggressive, severely behavior disordered (BD) child are discussed, with a focus on classification and identification criteria. Additional factors directly related to the behavior of an aggressive, severely BD child are also considered: biological factors, familial factors, cognitive factors, frustration (specifically…

Notes that articulating existence and cause of referral biases is critical to more effective preschool services. Maintains that until high child poverty, exposure to violence, and shortage of safe and stimulating environments are addressed, escalating rates of serious child emotional/behavioral problems will continue. Asserts that we must question…

Argues that gender bias among referring agents is a major factor in the unequal distribution of males and females in learning disabilities programs. Discusses the role of male hyperactive or disruptive classroom behavior in the disproportionately large number of males referred to learning disabilities programs. (Author/CR)

Contends that implications of Fantuzzo et al's study go beyond Head Start and pertains to other programs serving infants, toddlers, and preschoolers. Suggests that when considering policy implications of the study, two issues should not be ignored: (1) the child within the context of a broader society; and (2) the importance of collaboration in…

This report summarizes activities and findings of a federally funded center at the Arkansas Children's Hospital which reviewed and disseminated literature on the identification and assessment of children with attention deficit disorders (ADD). Meetings throughout Arkansas led to the identification of interest areas, and findings are summarized for…