Most definitions of emotionally disturbed youngsters suggest that disturbances in the child's behavior patterns cause academic and social problems which affect the child and his peers. While the process of identification may be facilitated by operational criteria within a definition, these factors are noticeably absent from definitions of…

This is a quiet rant. A request to revisit an article reprinted in this issue prompted it and I focus on context and purpose of the original article, lack of developments in the field since the article was published, and favored directions to take in the future related to the focus of the original work. [This classic article was indexed in ERIC in…

We report findings of a convergent validity study examining the internalizing subscale (SRSS-I6) of the Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) with the internalizing subscale of the Teacher Report Form (TRF; Achenbach, 1991). Participants included 227 sixth- through 12th-grade students from nine schools across…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

The present study replicates and extends previous research regarding the effects of self-regulated strategy development (SRSD) within a school wide positive behavior support model among students with writing difficulties who also had either internalizing or externalizing behavior patterns. Two multiple-probe designs, involving 13 second-grade…

Professionals working with children who have severe emotional/behavioral disorders (E/BD) need to understand the risk and protective factors (RPFs) that are correlated with the development of these behavior patterns, for at least 3 reasons. First, significant numbers of students experience negative outcomes or fail to achieve positive outcomes.…

A short overcorrection procedure involving appropriate play with target toys was used to consequate the stereotypic manipulation of objects by an autistic child (6 years old) in a free play situation. The results indicate that overcorrection does not necessarily possess educative value. (Author/CL)

Behavior rating scale data on the adjustment problems of 146 behaviorally disordered elementary school boys were factor-analyzed. Five factors of adjustment problems were identified: Aggression-Disruption, Social Incompetence, Social Maladjustment, Attention Disorder, and Anxiety-Inferiority. The relation of these five factors to those identified…

Findings from a review of recent empirical studies on autism in the areas of behavioral characteristics (stimulus overselectivity, echolalia, imitation) and treatment interventions (social language development, stereotypic behavior, instructional design) are presented. (Author/CL)

Teacher-completed Behavior Problem Checklists on 727 behaviorally disordered younger and older boys and girls were factor-analyzed. Results confirmed the primacy and pervasiveness of aggression-disruption or conduct disorder among factors that classify children as behaviorally disordered. Also consistently found for all age groups was a factor…

Forty-three elementary school teachers Q-sorted 50 statements concerning various aspects of hyperkinesis. The factors obtained suggested that, although teachers do not differ from each other in their definitions of the behavioral aspects of this disorder, there are important and consistent differences in their conceptions of the underlying causes…

Perceptions toward school of 15 behavior problem truant girls were examined and compared to those of 15 nontruant girls and 15 truant boys (all junior high). Consistently, the truant girls showed less negative perceptions and less asocial behavior than the boys. The girls were more variable in behavior and attitudes. (Author)

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

In the study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. (Author)