The Individuals with Disabilities Education Act allows states some autonomy in altering the disability category terminology and definitions, given that the changes do not exclude students eligible under the federal language. Several states have used this flexibility for the emotional disturbance category historically. This study provides a…

Although functional analysis is a powerful tool for testing the function of challenging behavior, it is not always feasible or appropriate to include as a component of functional behavior assessment (FBA). Alternative experimental analysis methods are needed to inform individualized interventions in schools, particularly for students who engage in…

Systematic Direct Observation (SDO) has played a pivotal role in the field of Emotional and/or Behavioral Disorders (EBD) since its inception as a key part of understanding more about the behaviors, contexts that impact them, and the effective supports necessary for this population. This methodology is an ongoing charge for everyone. The authors…

A national study of clinical directors examined professional development (PD) focused on mental health provided to professionals in juvenile justice facilities for adjudicated youth. A total of 85 clinical directors responded to a mail survey (45% return rate). The survey questions related to: (1) topics of staff training and the basis for…

Teacher perceptions of school-based behavior assessments were assessed over the course of a school year. Specifically, the utility and relevance of Direct Behavior Ratings-Single Item Scales, a hybrid direct observation method, relative to two school-based behavioral rating scales, the Social Skills Improvement System-Performance Screening Guide…

Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention…

A comprehensive search identified 31 state statutes and regulations specific to functional behavioral assessments (FBA) and behavior intervention plans (BIP) in the special education context. A systematic tabulation of the state law provisions that exceed the rather narrow foundation requirements of the Individuals with Disabilities Education Act…

The quality of classrooms serving students with emotional and behavioral disabilities (EBD) is a continuing concern because of its influence on students' educational outcomes. Program evaluation of classrooms for students with EBD has been a recommended practice for many years since Grosenick, George, and George (1987) conducted their…

This article provides an historical look at how programs and practices for students with emotional or behavior disorders (E/BD) have been evaluated since 1964, leading to a codified, although not universally recognized, set of recommendations for evaluating best practices for students with E/BD set out by The Peacock Hill Working Group (1991). The…

Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and socioeconomic factors may be related to differences in Latino/a parents' views of their…

An analysis of articles in the first 10 volumes of Behavioral Disorders indicated that a large number of articles addressed functioning of elementary aged students. Less widely described were preschool, autistic, or schizophrenic-like students. A consistently increasing linear trend was found in percentage of databased articles and of higher…

Although FBA has been a familiar term to those in special education for over 30 years, its formal inclusion into IDEA is relatively recent. Currently, agreement as to the nature, context, and application of the FBA process is, at best, confusing and, at worst, inadequate to direct elective practice in schools. An analysis of the issues that define…

Functional behavioral assessment (FBA) was developed and researched in clinical settings as an effective strategy to identify interventions that both manage inappropriate behavior and teach appropriate replacement behavior, but is it equally effective in school settings, which typically involve much less structure and much greater social…

Discusses the challenges of functional behavioral assessments and the need to establish and support valid and effective methods for conducting functional behavioral assessments that are practical in school settings and that adequately address the multifarious relationships between problem behavior and its social/environmental contexts. (Author/CR)

A study examined the use of structural analysis as part of an assessment-based intervention of a 4-year-old boy whose noncompliance and aggressive behavior put him at risk for behavioral disorders and expulsion from his childcare center. The intervention was found to reduce immediately the noncompliance and aggressive behavior. (Author/CR)