This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the…

In this article, we follow up on recommendations from the Division for Emotional and Behavioral Health (DEBH) for providing school mental health (SMH) services by offering additional implementation suggestions for teachers and school staff. We highlight the need for and urgency of SMH services, particularly during and after the pandemic, and also…

Students involved in systemic/behavioral intervention approaches in a behavior disorder program within a public school system demonstrated statistically significant gains in attendance, academic credits, and mainstreaming success compared to previous regular school records. Initial follow up data demonstrated more continued education, higher…

A token reinforcement program at a residential center operates on a point card system which measures daily work quality and attitude, academic involvement, self-maintenance, peer and adult interactions, and self-control in behavior disordered children. Issues in the program's administration, including unresponsiveness and use of daily feedback,…

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional…

This article provides an overview of cognitive-behavioural strategies used in the treatment of child-anxiety problems, emphasizing the need for exposure and caregiver involvement. Most of the paper focuses on developments in empirically supported cognitive-behavioral intervention protocols for generalized anxiety disorder, separation anxiety…

Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the majority of the contributions have come from the fields of school,…

This article presents an overview of the Regional Intervention Program (RIP) and describes ongoing studies to examine the long-term effects of behavioral skill training for parents of preschoolers who engaged in severe forms of aggression and antisocial behavior. Findings from the program indicate positive outcomes for adults and children.…

Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure. Problem behaviors in school were reduced and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school. (Contains references.) (Author/CR)

Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral…

In this article we discuss two impediments to widespread adoption and implementation of cognitive-behavioral intervention (CBI) procedures by teachers of students with behavior disorders. First, its principles can be difficult, even for researchers and other specialists. Second, despite ample demonstration that teachers can be taught CBI…

The First Step to Success program was implemented with 22 kindergartners who showed early signs of developing antisocial behaviors. All 16 who completed the program showed significantly increased levels of academic engaged time, with follow-up levels generally maintained at acceptable levels. Overall behavioral improvement was significant but…

The amendments to the Individuals with Disabilities Act of 1997 (IDEA '97) established a number of expectations regarding how the behavioral needs of students with disabilities would be met and how they should be disciplined. These expectations included alternative behavioral assessment strategies (e.g., functional behavioral assessments,…

Cognitive-behavior therapy (CBT) is based on the notion that thoughts, emotions, and actions are reciprocally linked and that changes in one of these necessarily will produce changes in the others. In CBT, thoughts, emotions, perceptions, and information processing styles all play a key role in the development and remediation of behavior and…

The article describes the development and operation of a psychiatric hospital model school program which provides evaluation and teaching of behaviorally disordered, severely handicapped, and gifted children and adolescents during two months on the basis of six continua, prior to placement in regular or special classrooms. (MC)