Multi-informant reports of student emotional and behavioral problems determine eligibility for school-based services; however, multiple informants often yield inconsistent reports of child concerns. Informant discrepancies are thought to reflect either measurement error or meaningful differences (e.g., situational variation). It is important to…

Students with ED are more likely to be placed in restrictive settings than youth with any other disability classification, according to the U.S. Department of Education (2002). Despite a report that states, without prevarication, that improvement in services for children with ED continues to be a U.S. Department of Education (2010) priority as it…

Supporting the needs of youth with emotional and behavioral disorders (EBD) and their families can be challenging in rural settings. Implementing strategies that take into account for and address barriers in rural settings is important. One strategy to improve outcomes for both students with EBD and their families in rural settings is providing…

School psychology in Singapore gained greater prominence with the development of the National Mental Health Blueprint in 2007 that included a focus on children and adolescents. A partnership between the Ministry of Health and the Ministry of Education was formed to develop a community mental health pilot program called 'Response, Early…

Peer-reviewed journal articles published between 1990 and 2007 examining service-learning (SL) and students with disabilities were reviewed. Thirty-four articles were coded according to type of SL (inclusive, segregated, both), grade level and disability of the students, type of article (general description, program description, research-based),…

Young people with learning and behaviour disabilities often leave school without transition planning. When planning does occur, there is generally a discrepancy between the goals of students, parents, and professionals. Students requiring higher levels of support may not even be included in the planning process and transition plans are often…

Childhood exposure to traumatic events is a major public health problem in the United States. Traumatic events can include witnessing or experiencing physical or sexual abuse, violence in families and communities, loss of a loved one, refugee and war experiences, living with a family member whose caregiving ability is impaired, and having a…

Extended day treatment (EDT) is an innovative intermediate-level service for children and adolescents with serious emotional and behavioral disorders delivered during the after school hours. This paper describes the core components of the EDT model of care within the context of statewide systems of care, including its core service components,…

Describes the development and evaluation of a community-based program that provided an alternative to residential care by providing "wraparound" services to children with moderate to severe emotional difficulties. Program goals were preventing admission to residential care, maintaining children in the area, and assisting in early…

The pressure to keep kids in class and learning is always present for principals and assistant principals, but students who are removed for inappropriate behavior on a regular or chronic basis are a particular challenge. Such students move through the traditional consequences and quickly exhaust alternative and creative ideas to return them to the…

This collection of papers describes the interagency collaboration of Georgia agencies that serve students with emotional and behavior disorders (EBD). The first paper, "Overview and State Perspective" (P. Paulette Bragg and Phillip H. Pickens), describes the problems facing Georgia by placing students with EBD in state hospitals, private…

This article reviews relevant literature and methodological issues concerning home-based intensive behavioural programmes (Lovaas). It describes, via an examination of case work, the dilemmas presented when a local education authority is asked to fund programmes. Suggestions for review procedures are offered.

This introductory packet provides information on cultural concerns that should be considered in addressing barriers to student learning. Topics discussed include: (1) what is meant by ethnicity; (2) the importance of considering culture; (3) characteristics of culturally competent programs; (4) reasons school staff should be concerned about…