The focus of this article is to provide teacher education programs with recommendations for meeting the educational needs of students with emotional and behavior disorders (EBD) and learning disabilities (LD) in urban communities. Recommendations include preparing preservice special education teacher educators to effectively implement culturally…

As the special education research community continues to identify new evidence-based practices (EBP), educators will need to make choices regarding which EBPs to implement. This article provides educators with practical guidelines for selecting EBPs that will improve outcomes for students with learning disabilities (LD), emotional and behavior…

As more and more students with learning disabilities (LD) and emotional and behavioral disabilities (EBD) find themselves in an inclusive, general education setting, there is a need to find ways to maximize their educational performance. One promising approach is to use growth mindset training to help students move away from deficit thinking and…

With increasing numbers of students with invisible disabilities attending college and university, faculty and staff find themselves faced with new challenges. This practical handbook provides lecturers, tutors, disability services, and administrative staff with an overview of the invisible disabilities they may encounter, dispelling common myths…

Certain at-risk behavior patterns are often associated with traumatic childhood experiences. With the role of schools evolving to shape children's developmental needs in today's world, educators across the globe bear an increasingly greater responsibility to identify and address these symptoms associated with childhood trauma. Given the…

Integrating infant mental health services into early education programs leads to better child outcomes and stronger parent-child relationships--the big question is how to do it appropriately and effectively. Clear answers are in this accessible textbook, created to prepare early childhood professionals and programs to weave best practices in…

Brief hospitalization may be a necessary intervention for the adolescent who is in emotional crisis. Although this separation may be helpful, the student's orientation should remain focused on the mainstream educational environment. Careful planning should be done to effect the supportive reentry. (Author)

In a discussion of youthful suicide, the physical and emotional changes experienced by adolescents are evidenced as among the causes producing pain which may lead to suicide in some cases. Societal factors which may contribute to adolescent suicide are described. Suggestions for prevention are put forward. (Author/CL)

The article discusses the characteristics of children with behavior disorders, and illustrates how their needs might be met through the use of sociodrama. A basic outline of the prerequisites and production techniques is given, along with the specific benefits afforded to both children with behavior disorders and their teachers. (Author)

Intended for teachers of severely emotionally disturbed children, the article reviews the various components of case histories and clinical observations, focusing on how to read the material and ferret out the important issues that will help in planning classroom strategies. A case history of an autistic boy is presented to illustrate the process.…

Many institutions and school systems have adopted the Positive Peer Culture (PPC) method for helping disturbed adolescents by turning the peer culture from a negative to a positive "caring" force. The paper discusses some of the major limitations and how assertion training, in conjunction with PPC, provides a successful resolution. (Author/SB)

In this resource for educators, Harold F. Burks offers a comprehensive guide to the evaluation techniques and intervention strategies that have worked with many school children experiencing problems. Thus, this book attempts to: clarify the understanding of observed, unwanted child behavior symptoms (whether they be physical, intellectual,…

Discusses the framework and service components of seven major community services which make up a model system of care for severely emotionally disturbed children and their families. (RJC)

The author describes nine separate stages of help that reflect the normal process of pupil improvement and some of the corresponding teacher skills. Stages begin with the "honeymoon stage," including active resistance, limited testing, beginning trust, and achievement, and concluding with expression of genuine feelings of sadness and attachment.…

Characteristic behaviors and personality features of school phobia (anxiety, willfulness, dependency, depression, and unrealistic self image) are described, and 10 steps in a school-based intervention approach are listed (including assessing the family constellation, preparing teachers for the student's return to school, and encouraging therapy…