In this study, 188 master-level students received training through a distance education course to conduct functional behavioral assessments (FBAs) and behavior support plans with 68 boys and six girls (aged 3-20 years) displaying persistent behavior problems in inclusive preschools, elementary, and secondary schools. In the course, master-level…

Although widely recommended, evidence-based interventions are not regularly utilized by school practitioners. Video self-modeling is an effective and efficient evidence-based intervention for a variety of student problem behaviors. However, like many other evidence-based interventions, it is not frequently used in schools. As video creation…

To investigate the relationship between relational aggression and school performance, this study examined the relative and combined associations among relational aggression, overt aggression, and victimization and children's academic performance. Additionally this study examined the relative associations among relational and overt aggression and…

This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this. We surveyed 399 employees from a Washington, D.C.-area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure,…

Defines selective mutism as describing children who actively choose to speak to few people in selected environments, noting it is most commonly used to describe nonverbal behavior in school setting. Reviews literature from psychoanalytic and learning theory approaches. Presents intervention strategies used with two selectively mute first graders.…

Subjected gifted student data (N=311) to factor analyses for Student Stress Inventory and Maslach Burnout Inventory to assess factorial validity; five stress and three burnout factors were evident. Found significant relationships between stress, burnout, tedium, and, to a degree, quality of school life variables. (Author/NB)

Examines identification of learning-disabled students, comparing advantages and disadvantages of most common discrepancy formulas and multiple regression discrepancy method. Contends that educational and statistical significance of test scores should be taken into consideration during identification process, and consonance between…

Investigated prevalence of social maladjustment among students in two rural/suburban school systems. Results from 249 elementary and secondary school teachers indicated that the percentage of students reported as exhibiting characteristics of social maladjustment was sufficiently high to indicate that services beyond special education may be…

Surveyed 400 regular and special educators from New York and Massachusetts on mainstreaming attitudes and perceptions of handicapped exceptional children. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented. (Author)

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

Examines three controversial issues surrounding differentiation between socially maladjusted and seriously emotionally disturbed students: (1) whether treatment methods should differ for two groups; (2) whether socially maladjusted are truly handicapped; and (3) the education of the socially maladjusted. Calls for a continuum of services for the…

Examined teacher judgment for determining eligibility for special education services among students referred as learning disabled. Data from 236 students indicated that reliance on teacher's ability to judge whether or not student is learning disabled would nearly double number of students identified as learning disabled and result in far more…

Investigated perceptions by elementary school teachers (N=28) of the usefulness and ease of implementation of traditional recommendations that attribute the cause of referral problems to the individual student's characteristics or environmental conditions, as compared to recommendations that address a student's problem with varying degrees of…

Presented 240 elementary teachers with case study, informing teachers that recommended treatment for presenting problem had been developed by teacher alone, school psychologist alone, or teacher-school psychologist collaboration. Teachers reported treatments developed by collaboration most acceptable; positive interventions were more acceptable…