Over the last two decades, considerable attention has been devoted to the potential of functional assessment and antecedent-based interventions, as well as to the importance of ecological validity in the evaluation of intervention practices. However, despite this increased interest, it is not clear to what degree trends in intervention research…

Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in…

Research has uncovered a large number of risk factors that can place a child at risk for showing severe antisocial and aggressive behavior and to be diagnosed with conduct disorder. In this paper, recent research is outlined that has organized these risk factors into distinct pathways, each involving somewhat distinct causal processes, through…

Controversy exists regarding appropriate methods for summarizing treatment outcomes for single-subject designs. Nonregression- and regression-based methods have been proposed to summarize the efficacy of single-subject interventions with proponents of both methods arguing for the superiority of their respective approaches. To compare findings for…

In this paper the author focuses on the processes of writing involved in using poststructuralist theory to analyse her work at a school for students categorized as 'emotionally/behaviourally disordered'. While the work at the school is the crucial material for this exploration, the author turns her gaze on the detail of writing about this work…

Temperament-based learning style preferences of 80 children, ages 8 to 17, 40 with conduct disorder (CD) and 40 with oppositional defiant disorder (ODD) were examined using the Student Styles Questionnaire (SSQ). The SSQ measures four dimensions of learning style preferences based on temperament theory (Extroverted-Introverted, Thinking-Feeling,…

Background: The present study examined empathy in 8- to 12-year-old clinically referred boys with disruptive behavior disorders (DBD) (n = 25) and age-matched normal controls (n = 24). Method: Situational empathy was assessed by children's emotional and cognitive responses to six empathy-inducing vignettes (displaying sadness, anger or happiness).…

In response to commentary by S. Taylor, D. McKay, and J. S. Abramowitz, the authors discuss the distinctive features of their theory of obsessive-compulsive disorder outlined in their original article, which explains the disorder as a dysfunction of a security-motivation system. The authors address issues of the interrelation of emotion,…

The report of the President's Commission on Excellence in Special Education (PCESE) is questioned with reference to the achievement gap it identifies, its recommendations regarding prevention, its suggestion that many students are misidentified, and its concern for over identification of African American students in the category of emotional and…

The literature reflects an increasing reliance on functional behavioral assessment (FBA) to, develop support plans for decreasing problem behavior. However, applications with students with emotional and behavioral disorders (EBD), particularly in classroom settings, continue to be limited. The purpose of the present review was to explore the FBA…

In response to states' interest, NECTAC (National Early Childhood Technical Assistance Center) queried Part C and Section 619 Coordinators regarding certification or endorsements for personnel working with children diagnosed with Autism Spectrum Disorder (ASD) and how states provide services for children diagnosed with ASD. Responses were received…

The majority of research on the efficacy of ClassWide Peer Tutoring (CWPT) is based on research with urban elementary students (Rohrbeck, Ginsberg-Block, Fantuzzo, & Miller, 2003), with much less research in middle schools. This study investigated CWPT with 975 middle school students in 52 classrooms, grades 6 through 8, over a three-year period.…

Objective: To examine the relative efficacy of intensive versus weekly cognitive-behavioral therapy (CBT) for children and adolescents with obsessive-compulsive disorder (OCD). Method: Forty children and adolescents with OCD (range 7-17 years) were randomized to receive 14 sessions of weekly or intensive (daily psychotherapy sessions) family-based…

This paper describes an innovative intervention model for promoting mental health and positive social adjustment for youth with emotional or behavioral disorders (EBD) in San Diego. More specifically, it highlights a unique partnership between several program divisions within the San Diego Unified School District (SDUSD), namely, the Mental Health…

This study investigated school administrators' perceptions of the effectiveness of their programs serving students with emotional behavioral disorders (EBD). Specifically, the perceptions of principals in schools that provided self-contained programs were compared to the perceptions of principals in schools without self-contained programs. Also…