Adolescents who have been diagnosed with disabilities constitute a significant portion of the school population in the United States. For example, the National Survey of Children's Health identified one in four children ages 12 to 17 as having special healthcare needs in 2019 (Data Resource Center for Child and Adolescent Health, n.d.). In the…

This study examines associations between recidivism rates and groups/programs for legally mandated education, behavioral, and mental health services that court-ordered juvenile youth ("juveniles") with identified emotional disturbance or related conditions receive in secure-care juvenile facilities. Using statewide agency data in…

Juvenile recidivism is a serious public health concern. Using statewide administrative data, this study examined the independent predictive value of childhood maltreatment on repeat offending and compared risk factors for recidivism between 698 first-time juvenile offenders with maltreatment and their propensity score matched sample of 698 without…

As the field moves toward adaptive and individualized behavior intervention, it is important to identify and consider relevant student characteristics as potential levers (i.e., critical factors) for improving intervention effectiveness. Motivated by previous findings suggesting that behavioral profiles and teachers' perceptions of students with…

While there is hesitancy to talk about spirituality in public education, many educators are recognizing the need for an inclusive spirituality as a resource for teachers and students. This research-based article highlights how teachers of students with emotional disturbance experience the spiritual in the school setting and how they foster…

The overrepresentation of youth with disabilities in the juvenile justice system is a persistent concern, but estimates of their involvement vary dramatically due to differences in how disability is conceptualized and when involvement in juvenile justice is measured. This study linked juvenile court and educational records for 230,760 students in…

This study aims to identify the relationships between Individualized Education Program (IEP) status and substance use. More than 122,000 eighth-, ninth-, and eleventh-grade students provided survey data in 2013. Analyses tested associations between IEP status and tobacco, alcohol, and marijuana use, accounting for emotional distress and…

Primary care providers were surveyed to determine how prepared they feel to address nonsuicidal self-injury (NSSI) among adolescents, their interest in training on NSSI, and factors associated with routinely asking about NSSI when providing health supervision. Participants included family medicine physicians ("n" = 260), pediatricians…

"Check & Connect" aims to help students stay in school by continually monitoring school performance and providing individualized attention through mentoring, case management, and other supports. In 2006, the WWC published a systematic review of all the studies that examined the impact of "Check & Connect" on high school…

Frank H. Wood is both a pioneer and a first-generation leader, and his contributions continue to influence the field today. Dr. Wood participated in several "firsts." In the 1950s, he taught the first public school class in Minnesota for emotionally disturbed students, and he later served as the first coordinator of programs for students…

The Minnesota Conference for Teachers of Children with Emotional and Behavior Disorders (EBD) hosted a panel discussion in the fall of 2005 to reunite pioneers in the field of research and publication who shaped the early instructional practices of educators working with disturbed and disturbing youth in schools. The distinguished researchers and…

The manual outlines the processes, policies, and actual program implementation of one component of a Minnesota program for emotionally disturbed adolescents (Project SAIL): the development of school-based therapy/intervention groups. The characteristics of SAIL students are described, and some considerations involved in providing group services…

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,…

A look back at educational programs for students with emotional and behavioral disorders notes beginnings in Minnesota, an early (1960) incidence survey, development of the special education profession, and inclusion of socially maladjusted and/or conduct-disordered behavior. Future issues include increasing mistrust of socially sanctioned…

This article discusses a class for handicaps called Special Learning and Behavior Problems (SLBP). The statutory basis and regulations governing SLBP are mentioned, followed by descriptions of the programs basic components and its salient features. (BW)