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…

The prevalence of weight problems among youth in general and youth in out-of-home care has been well documented; however, the prevalence of obesity/overweight among youth with high-incidence disabilities in more restrictive settings, such as residential care, has not been assessed. The purpose of the present study was to evaluate the prevalence of…

The findings indicated that the two-component (direct and indirect service) resource room model successfully served a greater number of pupils than did the direct-services-only model. However, the two-component model achieved fewer successful program completions in the direct services component than did the single component model. (Author/DLS)

The authors respond to their colleagues' critiques of a self-control curriculum for students with learning or emotional disorders. (SBH)

As a response to a preceding article, the author outlines his views regarding the nature of self-control particularly as they contrast the Fagen-Long curriculum for emotionally disturbed and learning disabled students. (SBH)

An approach to children with behavior problems and learning disabilities, based on viewing each child in the class as an individual, is presented. (Author/BD)

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)

Functional behavioral assessment (FBA) was developed and researched in clinical settings as an effective strategy to identify interventions that both manage inappropriate behavior and teach appropriate replacement behavior, but is it equally effective in school settings, which typically involve much less structure and much greater social…

The article critiques the Fagen-Long curriculum, an affective education program which provides emotionally disturbed and learning disturbed students with lessons in self-control. (SBH)

Because children with learning or behavior disorders tend to have multiple difficulties, assessment should include the areas of inner control, intersensory integration, reasoning, emotional adjustment, social adjustment, and developmental and social background. (DB)

The placement of learning disabled and behaviorally disordered children in the least restrictive setting requires consideration of both environmental conditions and psychological factors which contribute to the handicap. (DB)

Described is an ecological assessment technique which combines an ecological philosophy with a teacher centered method of data collection for assessing and intervening with the learning disabled or behaviorally disordered child and his environment. (DB)

The use of teacher praise contingent upon pupil correct responses was compared wih teacher modeling of words erred. The results clearly indicated that manipulation of reinforcement schedules was the more effective approach for the two Ss examined. (Author/DLS)

Resource and special class teachers of learning disabled (LD) and behaviorally disordered elementary and secondary students rated behaviorally disordered Ss as exhibiting more of five patterns of deviant behavior than LD Ss. Secondary Ss exhibited more rule breaking than elementary Ss; and special class Ss, more anxious, fearful behavior than…