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…

This paper presents data from a Forest School project aimed at impacting upon children and young people's emotional wellbeing. It uses a theory of change methodology to evaluate impact and explore the causal processes within the project. Mixed methods data are presented and analysed in relation to how different parts of the Forest School approach,…

Supporting the needs of youth with emotional and behavioral disorders (EBD) and their families can be challenging in rural settings. Implementing strategies that take into account for and address barriers in rural settings is important. One strategy to improve outcomes for both students with EBD and their families in rural settings is providing…

Students with ED are more likely to be placed in restrictive settings than youth with any other disability classification, according to the U.S. Department of Education (2002). Despite a report that states, without prevarication, that improvement in services for children with ED continues to be a U.S. Department of Education (2010) priority as it…

States and jurisdictions are under increased pressure to demonstrate the use of evidence-based treatments (EBTs) for children's mental health, increasing the demand for a workforce trained in these practices. Universities are a critical pipeline for this workforce. This article describes the genesis and evolution of a university-based initiative…

Extended day treatment (EDT) is an innovative intermediate-level service for children and adolescents with serious emotional and behavioral disorders delivered during the after school hours. This paper describes the core components of the EDT model of care within the context of statewide systems of care, including its core service components,…

Case methodology is receiving more recognition in the field of education as a viable pedagogy for use in the preparation of future educators. In this article, the coauthors explore two examples of case method instruction that extend beyond university classrooms to field sites: case report and case study. Both examples were used in special…

Eight key areas (philosophy, goals, definition of population, entry criteria and procedures, curriculum materials and methods, exit procedures and criteria, evaluation and operational procedures) are considered necessary for a well conceptualized program description. (Author/CL)

This program describes a program at one Minnesota elementary school that works to optimally include 32 students with emotional and behavioral disorders. The three special classes involve increasing amounts of time spent in mainstream settings with decreasing amounts of additional support. Key program characteristics include philosophy, goals,…

Describes two programs that serve gifted students with special needs. The first, Project HIGH HOPES, helps students by establishing curricular accommodations. The other program entails staff members ensuring that gifted students are challenged and that these students' parents know how to interact effectively with their children. (MKA)

An itinerant/consultant program in Colorado provides services to children with mild to severe emotional and behavior problems. Three Itinerant Behavior Development (IBD) teachers service 24 elementary and 5 middle schools. The program, which expanded from behavior management to include curriculum modifications, overcame early staff resistance and…

This paper examines congressional intent regarding the treatment of children with behavior problems and, by examining administrative and court decisions interpreting these provisions, compares those intentions with actual implementation of the mandate. It also includes a brief discussion of the research supporting use of Functional Behavioral…

Describes the development and evaluation of a community-based program that provided an alternative to residential care by providing "wraparound" services to children with moderate to severe emotional difficulties. Program goals were preventing admission to residential care, maintaining children in the area, and assisting in early…

Describes the Supervised Independent Living Orientation Program (Michigan), which provides a transition into relatively unstructured independent living to adolescents and youths with a history of behavioral and emotional disturbances, including delinquency and psychiatric hospitalization. Discusses contracts used in the program. (BB)

To collect data on program descriptions in the field of serious emotional disturbance/behavioral disorders, an instrument was developed and field tested with 145 school districts. Findings indicated that few comprehensive program descriptions (outlining student identification procedures, instructional methods, community involvement, evaluation,…