The Positive Outcomes With Emotion Regulation (POWER) Program is a transdiagnostic intervention for adolescents at risk of developing emotional disorders. The POWER Program was designed to be implemented in secondary schools, by school personnel with or without specialized mental health training, as a Tier 2 intervention. In this pilot study, the…

Jade County Public Schools has provided school-based therapeutic day treatment in its public schools for more than 10 years. This program was adopted by the school system to provide an intervention in the school and classroom to address the challenging behaviors of students with emotional and behavioral disorders. Currently, three human services…

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…

The report analyzes data on 119 students attending the Alternative School, a secondary center for emotionally disturbed adolescents in Alachua County, Florida. Data is presented according to general sample characteristics and family background, characteristics of sample prior to entry and after entry (including problems first noticed,…

An eco-behavioral observation system was developed for use with students with behavior disorders or emotional disturbances. Discussed are the ecosystem definition, the student-instructional setting interface, and the assessment procedure, including evaluation of the quality of academic responding, program evaluation, staff development, and…

Promoting Alternative Thinking Strategies (PATHS) is a curriculum designed to promote social and emotional thinking in primary aged pupils. Research in the US has indicated that where used there has been an increase in emotional understanding and a decrease in behavioural difficulties. This study relates to 287 children (114 from intervention…

Over the last 20 years, policy changes have reduced the use of highly restrictive services for children with severe disabilities. This study explores several issues associated with these changes. It asked whether students referred to a Behavioral Skills Program (BSP) exhibit a level of behavioral and emotional problems that is higher than the…

This evaluation of the 1988-89 Instrumental Enrichment (IE) program in selected special education classrooms in Detroit (Michigan) found that the program was partially successful in achieving its goals. IE uses a series of paper-and-pencil exercises and follow-up discussions to increase participants' academic achievement, improve behavior, and…

Scallywags is a community-based, early intervention programme for young children (aged 3-7) with behavioural, emotional and social problems, which integrates work in the home and school with a parenting curriculum and direct work with children. A pre-post intervention study across multi-sites of 340 participants is reported. Using standardised…

Pre- and post-tests were administered to three treatment (136 emotionally handicapped, 8 physically handicapped, and 79 trainable mentally retarded students) and two non-treatment groups (11 emotionally handicapped and 70 non-handicapped students) for purposes of assessing teacher, student, and program centered objectives. Administered or…

This article describes a replication of the "First Step to Success" program (Walker, Stiller, Severson, & Golly, 1998) with at-risk students in the first and second grade to determine program effectiveness in decreasing inappropriate behaviors and increasing academic engagement time. This expands the "First Step to…