Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of…

This is a quiet rant. A request to revisit an article reprinted in this issue prompted it and I focus on context and purpose of the original article, lack of developments in the field since the article was published, and favored directions to take in the future related to the focus of the original work. [This classic article was indexed in ERIC in…

We report findings of a convergent validity study examining the internalizing subscale (SRSS-I6) of the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991). Participants included 227 sixth- through 12th-grade students from nine schools across…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

The present study replicates and extends previous research regarding the effects of self-regulated strategy development (SRSD) within a school wide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade…

Professionals working with children who have severe emotional/behavioral disorders (E/BD) need to understand the risk and protective factors (RPFs) that are correlated with the development of these behavior patterns, for at least 3 reasons. First, significant numbers of students experience negative outcomes or fail to achieve positive outcomes.…

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

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…

Behaviorally disordered (N=727) and nonhandicapped (N=1116) students of three age levels were assessed for adjustment problems, using a teacher-completed checklist. Results showed that on most checklist items significantly more behaviorally disordered students experienced problems than nonhandicapped students. Among the behaviorally disordered Ss,…

Comparison of teacher perceptions of either behaviorally disordered or socially normal students (total N=410 and ages between 8 and 15) indicated teachers perceived more prosocial behavior by normal, female, and older subjects. Teachers perceived an increase in negative social behavior for normal secondary-age students but not for behaviorally…

This article provides an analysis of the current knowledge base of social skills training (SST) with students with, or at risk for, Emotional and Behavioral Disorders (EBD). This knowledge base is evaluated with respect to issues regarding construct, internal, external, and social validity of the SST literature. Research syntheses investigating…

Behavior rating scale data on the adjustment problems of 146 behaviorally disordered elementary school boys were factor-analyzed. Five factors of adjustment problems were identified: Aggression-Disruption, Social Incompetence, Social Maladjustment, Attention Disorder, and Anxiety-Inferiority. The relation of these five factors to those identified…

The relationship among self-perception, personality, and behavior variables in 61 emotionally disturbed children (6-13 years old) was investigated using both univariate and multivariate data processing techniques. (Author/BD)