Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning,…

Existing research on students with twice-exceptional abilities concentrates on strategies to improve the educational experiences of individuals who demonstrate the comorbid presence of a talent for high academic achievement (often considered a strength) and a disability (often considered a weakness). However, this body of work typically excludes…

This article explores the issue of missing from and missing out on education. It argues that too little is known with regard to the characteristics of children and young people missing from schooling. It postulates that many of these pupils will have social, emotional and behavioural difficulties which are largely unrecognized and thus not…

A discriminant analysis of characteristics of students with behavioral disorders in three progressively more intensive placements indicated that age at time of diagnosis was the strongest discriminating variable contributing to placement outcomes. Younger, brighter students tended to be mainstreamed, and older students with more externalizing…

The prevalence of learning disabilities (LD) was studied in 233 students (ages 6-16) newly identified with behavioral disorders. Overall, 53.2 percent met at least one LD definition, ranging from 15.9 percent for low achievement to 42.9 percent for regression. Almost one-quarter showed overlapping between low achievement and discrepancy…

A survey of 1 school district found 136 students (out of 14,229) with attention deficit-hyperactivity disorder (ADHD) of which 77 were receiving special education services; 40 were also identified as behavior disordered, 22 as learning disabled, and 7 as mildly mentally retarded. Fifty students were in general education classrooms with resource…

A study examined the records of 99 non-adjudicated students with severe emotional and/or behavior disorders (EBD), 49 of whom were placed in regular schools and 50 who were in segregated schools. Results indicated that students served in regular schools were identified as severely behaviorally disordered at an earlier age. (CR)

This paper was developed as a result of a 1999 conference on substance abuse and learning disabilities. An introductory chapter urges early identification of learning disabilities and appropriate treatment for both problems when they co-exist. The second chapter discusses the differences between learning disabilities and behavioral disorders, the…

This study sought to identify the critical factors that differentiated 42 antisocial first grade boys from a comparison norm population. The multimethod approach found three areas of significance: (1) teachers' ratings on measures of aggression, (2) academic engaged time, and (3) negative interactions on the playground. (Author/DB)

Discusses how cross-gender misunderstanding can affect the educational process and can result in boys being mislabeled as emotionally and/or behaviorally disordered for displaying strong traditional male behavioral patterns. The tendency for boys to challenge authority and to display aggression is examined, along with the overrepresentation of…

This article presents a plan for teaching gifted students with emotional/behavior disabilities (EBD). Educators are advised to assemble student background information, consider goals that the student needs to accomplish and needed accommodations, develop specific behavior plans, and design a curriculum that is both challenging and addresses…

This report summarizes activities and findings of a federally funded center at the University of Miami (Florida) which reviewed and disseminated literature on the identification and assessment of children with attention deficit disorders (ADD). The review covers the literature published between 1980 and 1992 and is organized topically. In addition…

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…

Offers a conceptual model for students who manifest symptoms of both learning disabilities and emotional/behavior disorders. The model is based on six functional domains: cognitive processing, social/emotional adjustment, behavioral functioning, academic performance, language functioning, and executive functioning. The model is applied to critical…

This collection of papers includes five articles on the education of students with emotional and/or behavioral disorders participating in the Georgia Psychoeducational Network Program (GPN). "Training Needs of Fully Certified BD Teachers in the Georgia Psychoeducational Network" (Robert J. Stansberry) found, in a survey of 203 certified…