School-wide positive behavior support (SWPBS) focuses on promoting social competence through the establishment of behavior expectations that are explicitly taught and reinforced by all teachers across all settings. This study investigated the validity of using adherence to SWPBS behavior expectations as a screening tool for predicting behavior…

Universal screening for emotional and behavioral risk in schools facilitates early identification and intervention for students as part of multitiered systems of support. Early identification has the potential to mitigate adverse outcomes of emotional and behavioral disorders. The purpose of this study was to extend existing research on the…

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest…

Base rate information is important in clinical assessment because one cannot know how unusual or typical a phenomenon is without first knowing its base rate in the population. This study empirically determined the base rates of social skills acquisition and performance deficits, social skills strengths, and problem behaviors using a nationally…

This article discusses the process of assessing social skills with students who have emotional and/or behavioral disorders. It describes a three-stage problem-solving model of problem identification, problem analysis, and treatment evaluation. Specific social skills assessment strategies are described and linked to a classification system of…

The Index of Personality Characteristics (IPC) and the Social Reasoning subtest of the British Ability Scales were administered to 36 students with behavior disorders (BD) and 37 nonexceptional students in grades 3-7. Results indicated that the IPC composite score in combination with the Social Reasoning subtest accurately predicted BD…

Presents a review of available research concerning adolescent behavior disorder. Discusses classification and progress of the disorder as well as associated behaviors and gender differences. Examines risk and protective factors involved in the development of behavior disorders. Offers recommendations for research and treatment for adolescent…

This methods textbook includes interventions that beginning teachers need to understand to address the many problems they will encounter in classrooms with children who have emotional or behavioral disorders. Chapters discuss: definitions of emotional or behavioral disorders and ways in which children with these problems are classified; Individual…

Analysis of 150 students (grades 2 through 4) referred to School Study Teams found 43 were classified with attention deficit hyperactivity disorder and 12 with emotional/behavioral disorders, but most of these students were placed in learning disability programs. Differences in student achievement, intelligence, and social skills for the three…

This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes. It addresses the definition of disabilities, the assessment of disabilities, instruction, special populations, special education legislation and policy, and integration.…