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)

Issues related to the ecological assessment of students with mild to moderate disabilities are examined. The paper discusses targeting student behavior according to its context and in relation to present and future socioenvironmental demands; aspects of an ecological assessment model; and thoughts on incorporating aspects of ecological assessment…

Discusses the inadequacy of educational programs for special groups--the handicapped/deficient and the exceptional. Offers suggestions for art activities for both groups, focusing on Reeve and Kauffman's four models (psychodynamic, humanistic, biophysical, ecological) to create activities for the handicapped/deficient and describing activities…

This paper suggests a framework for viewing learning disability as a risk factor, noting the importance of the specific type of learning problem, multiplicity, severity, age at identification, and chronicity. Learning disability is viewed in interaction with other risk factors, developmental stages, gender, and contributions of internal or…

Four predictive models offering an ecocultural perspective on the educational and personal-social development of children at risk for learning disabilities and other learning problems are proposed: main effect, additive, multiplicative, and compensatory. Preliminary results favor the compensatory and additive models. Both risk and protective…

The community-based approach to global education has the greatest potential for involving students in experiential learning that will involve the total nature of the child--cognitive, affective, and psychomotor. This approach also has the greatest potential to help students achieve the educational objectives based on the Tyler-Taba rationale of…