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Daniel V. Poling; Stephen W. Smith; Jia Ma; Yuxi Qiu – Journal of Emotional and Behavioral Disorders, 2025
Students identified with emotional and behavioral disorders (EBDs) often have difficulty with social adjustment and academic achievement, engaging in problem behaviors such as defiance, rule-breaking, and truancy, yet one particularly challenging behavior is aggression. Researchers assert that verbal aggression (VA) is the most frequent form of…
Descriptors: Secondary School Teachers, Teacher Response, Aggression, Students with Disabilities
Poling, Daniel V.; Smith, Stephen W. – Journal of Emotional and Behavioral Disorders, 2023
Researchers have found that verbal aggression (VA) is the most frequent form of aggression reported in U.S. schools across all grade levels. There are numerous harmful outcomes for VA perpetrators, victims, and witnesses including depression, anxiety, decreased academic performance, and low sense of school belonging. Moreover, VA is known to…
Descriptors: Aggression, Verbal Communication, Emotional Disturbances, Behavior Disorders
Genachowski, Karen J.; Starin, Nina S.; Cummings, Colleen M.; Alvord, Mary K.; Rich, Brendan A. – Journal of Emotional and Behavioral Disorders, 2023
Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…
Descriptors: Educational Environment, Psychological Evaluation, Symptoms (Individual Disorders), Emotional Disturbances
Smith, Stephen W.; Poling, Daniel V.; Worth, Megan R.; Zhou, Sherry J.; Taylor, Gregory G. – Journal of Emotional and Behavioral Disorders, 2020
Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed…
Descriptors: Verbal Communication, Aggression, Grade 12, High School Teachers
Chow, Jason C.; Wehby, Joseph H. – Journal of Emotional and Behavioral Disorders, 2019
The purpose of this study was to explore the relationships between language behavior in students with or at risk of emotional and behavioral disorders. School-age students in K-4 grades (N = 300, 76% male) were sampled across three school districts. Students were grouped based on oral language ability and measured on teacher-rated subscales of…
Descriptors: Behavior Problems, Language Skills, School Districts, Elementary School Students
Taylor, Gregory G.; Smith, Stephen W. – Journal of Emotional and Behavioral Disorders, 2019
Verbal aggression (VA) is among the most prevalent forms of problem behavior in schools with detrimental effects for both perpetrators and victims, yet little is known about VA among students with emotional and behavioral disorders (EBD). Accordingly, we surveyed 279 teachers of students with behavioral disorders to examine the prevalence,…
Descriptors: Verbal Communication, Aggression, Behavior Problems, Teacher Attitudes
Barrett, David E.; Katsiyannis, Antonis; Zhang, Dalun; Zhang, Dake – Journal of Emotional and Behavioral Disorders, 2014
The authors examined the role of early adverse experiences, mental health problems, and disabilities in the prediction of juvenile delinquency and recidivism, using a matched-control group design. The delinquent group comprised 99,602 youth, born between 1981 and 1988, whose cases had been processed by the South Carolina Department of Juvenile…
Descriptors: Delinquency, Recidivism, Disabilities, Mental Disorders
Lane, Kathleen Lynne; Kalberg, Jemma Robertson; Lambert, E. Warren; Crnobori, Mary; Bruhn, Allison Leigh – Journal of Emotional and Behavioral Disorders, 2010
In this article, the authors examine the psychometric properties of the Student Risk Screening Scale (SRSS), including evaluating the concurrent validity of the SRSS to predict results from the Systematic Screening for Behavior Disorders (SSBD) when used to detect school children with externalizing or internalizing behavior concerns at three…
Descriptors: Student Behavior, Behavior Disorders, Psychometrics, Test Validity
Gumpel, Thomas P. – Journal of Emotional and Behavioral Disorders, 2008
This study presents an attempt to widen the study of emotional and behavioral disorders (EBD) to include children not formally identified by the school as having EBD through examining the case of extreme school aggressors and their victims. The research describes the validation of the School Violence Inventory (SVI) and its use to map participant…
Descriptors: Futures (of Society), Violence, Behavior Disorders, Foreign Countries
Farmer, Thomas W.; Farmer, Elizabeth M. Z.; Estell, David B.; Hutchins, Bryan C. – Journal of Emotional and Behavioral Disorders, 2007
The authors consider school violence from a dynamic systems conceptualization of aggression. This perspective suggests that aggression and school violence involve the contributions of both school social dynamics and the developmental histories of youth who are at risk for involvement in antisocial behavior. The authors present the concept of…
Descriptors: Violence, Prevention, Conflict, Public Health
Singh, Nirbhay N.; Lancioni, Giulio E.; Singh Joy, Subhashni D.; Winton, Alan S. W.; Sabaawi, Mohamed; Wahler, Robert G.; Singh, Judy – Journal of Emotional and Behavioral Disorders, 2007
Adolescents with conduct disorder frequently engage in aggressive and disruptive behaviors. Often these behaviors are controlled or managed through behavioral or other psychosocial interventions. However, such interventions do not always ensure lasting changes in an adolescent's response repertoire so that he or she does not engage in aggression…
Descriptors: Adolescents, Behavior Problems, Aggression, Behavior Disorders
Bowen, Natasha K. – Journal of Emotional and Behavioral Disorders, 2005
Many developmental theories that emphasize the importance of developmental task attainment imply that there is a degree of homogeneity in the developmental histories of children with serious disorders. From the perspective of developmental psychopathology, however, children identified as having serious emotional or behavioral disorders are likely…
Descriptors: Psychopathology, Infants, Health Services, Mental Health Programs

Furlong, Michael; Morrison, Gale – Journal of Emotional and Behavioral Disorders, 2000
This article presents an overview of the definitional and boundary issues of the term "school violence" as used in research applied prevention programs and provides an overview of what is known about the occurrence of violent and related high-risk behaviors on school campuses. (Contains extensive references.) (Author/CR)
Descriptors: Aggression, Behavior Disorders, Classification, Definitions

Farmer, Thomas W.; Farmer, Elizabeth M. Z.; Gut, Dianne M. – Journal of Emotional and Behavioral Disorders, 1999
Summarizes research on the role of social relations in the development of aggressive and disruptive behavior. Concludes that social growth of such youth is highly complex and that school-based interventions should focus not only on the behavior of the student, but also on socio-cognitive processes and social contextual factors that support…
Descriptors: Aggression, Behavior Disorders, Elementary Secondary Education, Emotional Disturbances

Sprafkin, Joyce; Gadow, Kenneth D.; Nolan, Edith E. – Journal of Emotional and Behavioral Disorders, 2001
A study involving 103 children (ages 5-17) examined the clinical utility of the ADHD Symptom Checklist-4 (ADHD-SC4), a screening measure for attention-deficit/hyperactivity disorder (ADHD). Findings support the internal consistency and validity of the ADHD-SC4 as a screening instrument for ADHD, oppositional defiant disorder, and aggressive…
Descriptors: Adolescents, Aggression, Attention Deficit Disorders, Behavior Disorders
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