Executive function (EF), a set of neurocognitive processes, is central to students' emotional and behavioral well-being. Despite students with emotional and behavioral disorders (EBD) being at risk for negative long-term outcomes, there is a paucity of EF research with students at risk for EBD in early elementary school, an important…

Students with hearing loss attending general education classrooms have been reported to experience difficulties in social skills and relationships. This 5-year longitudinal study examined the social skills and problem behaviors of students who were deaf or hard of hearing, and who attended general education classrooms. Data were obtained from…

Despite the high prevalence of comorbidity between attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) or emotional disturbances (ED), few studies have examined the long-term effects of these comorbid relationships on student outcomes. We estimated the longitudinal academic, social, and behavioral outcomes in children…

Although early work experiences during high school represent one of the most consistent predictors of postschool employment for young adults with disabilities, little is known about how these adolescents might access these valuable transition experiences. This study examined the summer employment and community activities of 136 high school…

A 3-year follow-along study of 422 students with disabilities in their last year of high school and 1 year later found that students with serious emotional disturbances and demonstrated low personal/social achievement skills were more likely to be victimized than those with other disabilities. Prior victimization, gender, and arrest record also…

Forty-eight girls aged 8-9 and 48 girls ages 12-13 viewed videotapes of a same-age, same-grade peer exhibiting either socially appropriate or inappropriate behaviors. Half the subjects were told the child was in a special class for the retarded. Negative social behaviors affected peer attitudes, while the label did not. (Author/JW)

A study compared language development and social competence among 96 preschool children with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Subjects in inclusive classes had higher posttest scores in language development and social skills, but more behavior problems, than peers in…

A study examined the impact of functional assessment interventions on appropriate and challenging behaviors of 75 typical children (ages 3-6), 60 children at-risk, and 75 children with special needs. Functional assessment procedures resulted in a decrease in challenging behavior and nonengagement and an increase in active engagement and peer…