Although global associations between language and behavioral development are well established, relations among components and subgroups within these disorders remain unclear. The primary aim of this study was to explore whether language components differed by behavioral subtypes: internalizing only, externalizing only, or both. To control for…

The observational study examined the frequency and severity of misbehaviors of 98 behaviorally disordered adolescents on both mainstreamed and categorical bus transportation arrangements. Data indicated a dramatic increase in frequency and severity of misbehavior during the period of categorical transportation with a parallel increase in the…

The differential diagnosis of learning disabilities (LD) and emotional or behavioral disorders is complicated by the high incidence of concomitant emotional or behavioral disorders in LD children. (DB)

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…

Comparison of 289 Canadian elementary students with behavioral or emotional difficulties with 363 Welsh students referred for social/emotional difficulties found similarities in the severity and frequency of acting-out or undercontrolled behaviors but significant differences in inhibited or overcontrolled behaviors, with Canadian teachers…

Examination of the effects of difficulty level of academic tasks on the behavior of 2 subjects (ages 9 and 12) with severe behavior disorders found that difficult tasks were generally associated with lower percentages of time-on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. (Author/DB)

A study assessed the prevalence and structure of antisocial behavior among 440 Head Start 4-year-olds. Findings indicate overall levels of aggression of the children were higher than in children in community child care classrooms, however, the percentage of highly aggressive children did not differ significantly between samples at this age.…

Ratings of 224 students with serious emotional disturbances by 40 teachers indicated that conduct disorders were very prevalent, were correlated with other problematic aspects of temperament and classroom competence, and co-occurred with other types of behavioral problems. Implications of the study for making eligibility decisions for special…

Analysis of data on discipline problems and suspensions at a large urban high school found a high frequency of disciplinary referrals and suspensions and poor correspondence between school disciplinary policy and disciplinary actions. Students with recurrent suspensions were found to be a very heterogeneous group. Implications for developing…

Characteristics of children (n=296) referred to a psychiatric outpatient facility for evaluation of behavioral and school-learning problems were compared to classroom placement recommendations made by a school interdisciplinary team. Results indicate general trends in the relationship between placement options and the incidence and severity of…

Direct observation and sequential analytic techniques were used to analyze rates, antecedents, and predictive sequences of aggressive behavior for 28 elementary school-aged children with emotional/behavioral disorders. Results indicated that low rates of positive social interactions characterized the daily classroom ecology of students displaying…

The early identification and remediation of emotional or behavior disorders are high priorities for early-childhood researchers and are based on the assumption that problems such as school failure can be averted with early screening, prevention, and intervention. Presently, prevalence, severity, and topography of mental health needs among…