A summer day camp program was offered to 32 students (grades 2-6) enrolled at the Transitional School (Ohio), a school for severely behaviorally handicapped students. The program was designed to maintain the positive effects of the school intervention during the summer months. Camp staff included six learning disability/behavior disorder certified…

The effects of a self-recording procedure on time on task and academic productivity of two institutionalized behavior disordered adolescents were investigated. Daily observations were made using time sampling to assess attention to task, and the number of mathematics problems solved correctly was recorded. Treatment encouraged the use of a…

The report presents findings of a West Virginia task force on a program study for behavior disordered students in early childhood education, middle childhood education, and adolescent education. The first section presents a synopsis of studies on current research and best practices in the education of behavior disordered students. The conclusions…

This paper discusses the role of social workers in uncovering the learning problems that contribute to the inappropriate school behavior of students classified as severely emotionally impaired. Case studies are used to illustrate students' weakened self esteem, the marked discrepancy between verbal and performance scores, the presence of factors…

The paper addresses current theory and research on cognitive approaches with behaviorally disordered youth, and considers assessment and intervention with special attention to methods developed from both cognitive-behavioral and social-cognitive perspectives. Distinctions and similarities between cognitive-behavioral and social-cognitive…

Home contingencies (allowance and curfews) based on daily reports of the academic and conduct performance of four 16-year-old disruptive students increased appropriate behavior in six areas. The least costly and simplest form of feedback--the good day card--showed modest treatment advantages over more complex methods and was preferred by parents.…

The article describes the problem of assessing culturally diverse students for behavior disorders, proposes a solution which replaces norm referenced assessment with functional assessment, and offers recommendations for implementing such a nonbiased, functional approach. (DB)

Reports on a factor analysis and scale revision completed 20 years after the development of the Louisville Behavior Checklist, an inventory for parents to rate children's behavior, using a larger clinical sample of children from more diverse population, and using improved factor-analytic techniques. Cross-validated five of the original factors,…

The article presents information on psychotrophic drugs used with behaviorally disordered students (stimulants, antidepressants, antipsychotics, and lithium), including desired effects and side effects. Guidelines for teachers and other school personnel who work with students on medication are also provided. (Author/JW)

Children in grades 3-6 labeled learning disabled, behaviorally disordered, and learning disabled with significant behavioral disorders (total N=78) were assessed for locus of control. Children labeled learning disabled were found to be significantly more internally controlled than children labeled behaviorally disordered or than children labeled…

Multidisciplinary team identified hysterical behavior, rather than depression, as one form of pseudodementia in many cases of cognitive impairment observed in geriatric patients. Seven cases required thorough medical and neuropsychological assessment and careful functional analysis of patients' behavior patterns to determine the adaptive utility…

Among results of the research review on strategies to enhance social skills of behaviorally disordered students were that a conceptual base for research is lacking, that training priorities have not been matched to learner needs, and that investigators have often failed to evaluate generalization of effects to nontraining settings. (Author/DB)

Two nonhandicapped preschoolers were taught strategies thought to facilitate interaction and were prompted to use these strategies during free play with three handicapped (behavior disordered) classmates. The intervention resulted in higher rates of interaction for each of the handicapped children that persisted above baseline levels after teacher…

A dynamic, interactive model of stress and burnout among teachers of behaviorally disordered students is proposed. The model postulates that burnout may result from a discrepancy between teachers' expectations and the school experience. Stress and burnout are portrayed along a continuum of interactions between the teachers and job-related factors.…

A review of 17 studies on tutoring behaviorally disordered students revealed that tutoring can have a positive effect on both the tutor's and the tutee's academic achievement and can increase social relations of the tutoring dyad as well as attitudes toward content area. However, ancedotal reports of improved general social functioning, are not…