Multilevel meta-analysis is an innovative synthesis technique used for the quantitative integration of effect size estimates across participants and across studies. The quantitative summary allows for objective, evidence-based, and informed decisions in research, practice, and policy. Based on previous methodological work, the technique results in…

Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…

Debate is occurring about which result interpretation aides focused on examining the experimental effect should be used in single-subject experimental research. In this study, we examined seven nonoverlap methods and compared results using each method to judgments of two visual analysts. The data sources for the present study were 36 studies…

Much of the work in youth violence prevention has been based in a public health model and guided by a developmental-ecological perspective on risk and prevention (Bronfenbrenner, 1979, 1988). A central tenet of developmental-ecological theory is that individual development is influenced by the ongoing qualities of the social settings in which the…

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

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…

Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…

The main tenant of the Individuals with Disabilities Education Act (IDEA) reauthorization was improving student outcomes through the use of evidence-based interventions. A particularly interesting aspect that found its way into the legislation was the eligibility process. Current methods of eligibility identification for students with learning…

It is proposed, among other things, that the field of behavioral disorders begin to give support and advocacy to a social systems and group process approach to work with incarcerated youth. (DLS)

Although preventive interventions that include both parent and child components produce stronger effects on disruptive behavior than child-only interventions, engaging parents in behavioral parent training is a significant challenge. This study examined the effects of specific risk factors for child disruptive behavior on parent attendance in…

The paper describes a model for understanding system level responses to the cognitive dissonance produced by working with emotionally disturbed/behavior disordered students. Responses to mild, moderate, and severe levels of dissonance are cited, and the dibilitating effects of increasing threats to a system's order are portrayed. (CL)

The author advocates a multiple theoretical intervention strategy based on specific strengths and weaknesses (affective, cognitive, and somatic) of children with emotional conflicts. (CL)

A dynamic, interactive model of stress and burnout among teachers of behaviorally disordered students is proposed. The model postulates that burnout may result from a discrepancy between teachers' expectations and the school experience. Stress and burnout are portrayed along a continuum of interactions between the teachers and job-related factors.…

The article presents an approach (the Fagen-Long Curriculum) to developing skills for self-control as a means of preventing and reducing emotional and behavioral disorders in schools. (SBH)

In response to Forness and Kavale (2001), this article suggests that the new medical model they propose for intervention with children who have emotional or behavioral disorders does not go far enough and that a comprehensive treatment model should incorporate other evidence-based approaches to intervention. (Contains 7 references.) (DB)