The Pre-Elementary Education Longitudinal Study, commonly referred to as the PEELS study, is funded by the U.S. Department of Education's National Center for Special Education Research (NCSER). It will follow a nationally representative sample of children with disabilities ages 3-5 for a period of six years. This study is designed to describe the…

"Data Trends" reports present summaries of research on mental health services for children and adolescents and their families. The article summarized in this "Data Trends" reports research that revealed mental health consultation has positive impact on teacher and center quality. Research has shown that parents of children,…

Highlighting the link between the emotional well-being of children and adolescents and their parents' mental health, this policy brief reports key findings for Washington state from the National Survey of American Families, a national telephone survey of representative samples of American families in 13 states, including Washington. Analyses…

This book contends that the American public education system has made "black male" synonymous with "disabled" through the creation of the labels "Behavior Disorders" and "Emotional Disorders." These labels, which say that African American boys cannot behave without special treatment, juvenile probation, and,…

This study examined language development as a precursor of maladaptive behavior in inner-city early adolescents. Participating were 256 adolescents from the graduation classes of 2000 and 2001 who had previously attended District of Columbia prekindergarten/Head Start and kindergarten. The sample was 98 percent African American and 56 percent…

Presents an overview of issues in the educational assessment of children with learning and behavior disorders. The issues discussed relate to the: focus of assessment, types of abilities evaluated, methods used, technical adequacy of available measures, personnel involved in assessment, assessment of culturally different children, and involvement…

Long-term correlates of early child care and maternal employment were examined in a representative sample of 333 middle-class children ages 6 through 12. The results indicated that, for most middle-class children, early child care experiences had few, if any, lasting substantial influences when the concurrent contribution of family and child…

A total of 98 elementary school teachers described their strategies for dealing with problem students and the ways in which they would handle incidents presented in 2 vignettes. Teachers usually reported the same strategies but differed in the coherence and elaboration with which they articulated the strategies. (MDM)

Twenty-one impulsive fifth and sixth graders with low academic achievement were assigned to (1) self-instruction (SI) training; (2) problem solving (PS) training; or (3) a control condition. SI and PS training produced improvement in impulsivity and achievement, but only the impulsivity decrease was maintained at six months. (SLD)

Mathematics curriculum and instruction for elementary students with learning and behavior problems are addressed. The article considers (1) best practices in assessment of both product and process to identify instructional needs; (2) determining an appropriate curriculum; and (3) designing an instructional program based on best practices.…

Examined parental factors correlated with developmental outcomes among 60 Mexican American migrant farmworker children. Found that maternal parenting style accounted for a significant amount of the variance in child behavior problems reported by the mothers, whereas maternal social support helped to explain the variance in peer acceptance reported…

Reports one child-care teacher's experiences in helping troubled young children. Discusses the techniques she uses to reach the children and engage them in play, her attitudes and beliefs concerning children, and her stress on working with the children's parents. (BB)

Examined whether there are differences between low-achieving students referred and those not referred for special education. Found that differences reflected factors external to the child: the propensity of his or her teacher to refer, family mobility, and tardiness. (Author/LPP)

Used focus groups with 23 Head Start staff from 5 urban programs to identify naturally occurring strategies to cope with children's inappropriate behavior. Found that horizontally managed centers used a more collaborative approach, whereas vertically managed centers required that teachers consult with a gatekeeper before consulting with others.…

The culturally relevant factors of ethnic identification, intergenerational support, and church support were investigated in relation to high-risk exposure on maladjustment in 147 urban African-American adolescents with mild mental retardation. The factors were associated with better adjustment and ethnic identification, which appeared to protect…