A collaborative approach for managing behavior of children with attention deficit disorders (ADD) developed and implemented in a fourth grade inclusive classroom is outlined in this article. The approach involves teacher, parent, and student participation using multiple component treatment such as providing academic adaptations, and using…

This article proposes the use of curriculum-based measurement (CBM) to evaluate the effectiveness of the academic and behavioral programming for students with emotional and/or behavioral disorders. It suggests that CBM data may reveal features of effective instructional practices and that CBM may be particularly effective in addressing problems in…

More than 2 decades ago, Hallahan and Kauffman and others suggested a cross-categorical approach to teaching students identified with high-incidence disabilities (i.e., emotional-behavioral disabilities, learning disabilities, and mild intellectual disabilities) because their behavioral and academic characteristics were seen to be more similar…

This final report describes the activities, results, and conclusions of a 3-year project whose major purpose was to improve test-taking skills of learning-disabled and behaviorally disordered students, with respect to standardized achievement tests. The project concluded that: learning-disabled and behaviorally disordered students exhibit deficits…

The guide discusses practical issues related to the instruction of children with behavior disorders. An initial section examines the variety of definitions for the population. Section 2, on behavior management, reviews general strategies as well as the specific approach of behavior modification. Information is presented on possible reinforcers and…

This article explains how cooperative learning techniques can be used to teach interpersonal social skills, describes the cognitive-behavioral model for treating deficits in social problem-solving skills, and outlines the critical steps for using peers as social skills trainers in classrooms with antisocial students. (DB)

Twenty-five adolescents with behavioral disorders in residential treatment participated in a 10-week aggression replacement training program. Comparison with 14 controls indicated that treatment affected participants' social skills knowledge but did not impact their observable behavior. (Author/JDD)

The article describes attention deficit hyperactivity disorder (ADHD) and how it affects learning, notes why whole language provides one of the best settings for students with ADHD, and discusses strategies for adapting the whole-language classroom to meet the needs of many different kinds of learners. (SM)

This study, which applied an instructional model based on Piaget's theory of cognitive development, pragmatics theory of language development, and Mahler's theory of development of interpersonal relationships, found that 49 preschool children with autism did not make less progress than a comparison group of 27 children with other…

This study assessed the educational attainments of pupils, ages 7 to 16, at a special school for children with emotional and/or behavior disorders (EBD) in England. Results support previous research indicating that children with EBD have major problems in literacy and numeracy. Implications for teaching approaches in special schools, for early…

This article emphasizes the assessment and intervention of the academic side of social skills in elementary and middle schools students. It examines the role that social skills play in facilitating learning and the creation of a positive school environment. An instructional approach called the responsive classroom is highlighted. (Contains…

Determining the most appropriate intervention to address student problem behavior may be a difficult dilemma encountered by school psychologists during consultation activities with special education teachers. IDEA (1997) promotes the least restrictive environment and the least intrusive interventions that can be effective. The intrusiveness of…

Recent information on the incidence and types of language and communication problems experienced by female delinquents and the relation they have to emotional and behavioral disorders (EBD) indicate a contribution to the problems these girls have encountered in social and academic situations. Pragmatics (i.e., use of language in interpersonal…

Background: Embedded instruction and discrete-trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. Method: An initial functional analysis indicated that the…

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…