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Bierman, Karen L.; Sanders, Michael T. – Journal of Emotional and Behavioral Disorders, 2021
Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and…
Descriptors: Social Development, Emotional Development, Behavior Problems, At Risk Students
Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James J.; Wilson, Reynolds E.; Martinez, Jose R.; Whalon, Kelly J. – Journal of Emotional and Behavioral Disorders, 2015
This study is part of a larger randomized efficacy trial examining the impact of Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success ("BEST in CLASS"), a Tier 2 intervention that targets the prevention of emotional/behavioral disorders in young, high risk children. In this investigation, we examined…
Descriptors: Social Development, Early Intervention, Early Childhood Education, Best Practices
Wu, Chiu-yen; Lo, Ya-yu; Feng, Hua; Lo, Yafen – Journal of Emotional and Behavioral Disorders, 2010
Two third-grade Taiwanese students at risk for emotional and behavioral disorders participated in a pull-out, small-group social skills training program developed to promote their skill acquisition and maintenance. Using a multiple baseline across skills design, the authors demonstrated that both participants made marked performance improvement in…
Descriptors: Maintenance, At Risk Students, Behavior Disorders, Conflict Resolution

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

Erdley, Cynthia A.; Asher, Steven R. – Journal of Emotional and Behavioral Disorders, 1999
Describes theoretical models of social-information processing which include goals as a crucial component. Reviews the research on children who are aggressive, withdrawn/submissive, or prosocial and finds relationships between children's goals, their strategies for coping with problematic social tasks, and their ultimate success or failure in…
Descriptors: Behavior Disorders, Coping, Emotional Disturbances, Goal Orientation

Eddy, J. Mark; Reid, John B.; Fetrow, Rebecca A. – Journal of Emotional and Behavioral Disorders, 2000
Linking the Interests of Families and Teachers (LIFT), a prevention program designed for delivery to children and parents within the elementary school setting, is described. Components include classroom-based child social and problem skills training, playground-based behavior modification, and group-delivered parent training. Successful results of…
Descriptors: Behavior Disorders, Behavior Modification, Delinquency, Elementary Education

Kauffman, James M. – Journal of Emotional and Behavioral Disorders, 1999
Comments on research related to current controversies in the education of students with emotional and behavioral disorders, including postmodernism, prevention, full inclusion, socialization by peers, and the future of research on social development. (Author/DB)
Descriptors: Behavior Disorders, Elementary Secondary Education, Emotional Disturbances, Inclusive Schools