The aim of this paper is to describe the development of the Phased Model of Adventure Therapy. Adventure therapy is the use of adventure experiences to engage clients on cognitive, affective and behavioural levels. Use of adventure therapy has been found to improve psychological wellbeing, self- esteem and behaviour in young people. A UK-based…

The relevance of the research problems of pedagogical support of preschool children with behavioral problems is explained by changes due and of taking place in modern Russia in various spheres of life: ecological and economic disadvantage, social instability, the growing influence of pseudo-culture, unfavorable climate in family, too busy parents,…

This study validates the Sensitivity to Punishment and Sensitivity to Reward Questionnaire for children (SPSRQ-C), using a Dutch sample of 1234 children between 6-13 years old. Factor analysis determined that a 4-factor and a 5-factor solution were best fitting, explaining 41% and 50% of the variance respectively. The 4-factor model was highly…

Social skills are prerequisite to academic performance and success in school. Training of these skills is particularly important for students with emotional and behavioral disorders (EBD) who have social deficits and struggle maintaining appropriate and accepted behavior in and outside of the classroom. Educating through the "physical" model is a…

In this article, students with challenging behaviors (SWCB) in a classroom may include those with attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), emotional and behavioral disorders (E/BD), intellectual disabilities, learning disabilities, and those at risk of these disabilities. These students may present…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from…

In school settings, behavior analysts are often called in to consult on severe behavioral issues that surpass the knowledge, experience, and training of local school personnel. Severe behavior such as aggression to staff, SIB, and property destruction are common severe behavior referrals. The benefits of functional assessments, functional…

Describes a treatment approach for the symptom management of bulimia that is a synthesis of various techniques, including cognitive-behavioral therapy, response prevention, relapse training, and psychodynamic therapy. The model has been a useful teaching tool for staff and patients in both group and individual formats. Addresses the challenges of…

This article reviews the psychoeducational, behavioral, and ecological models underlying educational services to students with behavior disorders. Models are compared for their explanatory nature, implications for intervention, and how they address the scientific approach to behavior disorders. (DB)

The paper proposes a model which combines traditional metacognitive explanations for the acquisition of social skills in behaviorally disordered adolescents with situationally specific environment variables. Research is reported suggesting that newly learned social skills may not generalize to a wider variety of real life situations because social…

This paper provides a description of three-tier intervention models for reading and behavior. Although there is scientific evidence that the implementation of interventions at one or more levels of these models leads to improved reading or behavior performance, there is a paucity of research detailing the integration of three-tiered reading and…

The Treatment Foster Care program of the Oregon Social Learning Center provides a community-based, relatively nonrestrictive treatment for adolescents with severe emotional and behavioral disorders at risk for incarceration or group home placement. The model includes foster parent preservice training, home consultation, school consultation,…

Considers three treatment approaches when working with children of rage: psychodynamic, behavioral, and peer-group models. Discusses approaches in sequence, following chronology of author's own experiences in psychodynamic, behavioral, and peer-group programs. Illustrates how each approach presents unique pitfalls in practice. (NB)

The range of management strategies for school counselors dealing with conduct disorder in elementary school children can be expanded through an integration of several of the principles of the ASCA National Model[R]. This paper discusses ways the counselor can use the model to assist struggling children, teachers, administrators, and families as…