Three theoretical perspectives on moral development and education are analyzed: individual (Kohlberg's theory of justice reasoning), interactional, and sociocultural. A continuum of six options for educational intervention is outlined, including the teacher as socialization agent, negotiation strategies, structured interventions, and an explicit…

Use of a family systems conceptualization in educational programing for behavior disordered students can improve program effectiveness and complement other effective classroom interventions. Changing support staff roles is recommended. For example, school psychologists coordinate family counseling services with ongoing educational programs instead…

Operant and cognitive behavior modification procedures were used to decrease impulsive aggressive responding by six hyperaggressive children, aged 7-11, in interpersonal problem situations. The procedures sought to improve participants' alternative response repertoires and develop internal speech as a self-control mechanism. Compared to controls,…

Twelve suggested uses of videotape in classrooms for students with behavioral disorders show how this technology can strengthen assessment, management, and teaching. Use of video in behavioral analysis, self-recording, peer evaluation, and communication with parents is suggested. (DB)

A teacher training program has been developed at the University of North Texas, based on the identified transition needs of students with behavioral disorders and the knowledge/skills required by the educator. Participants earn a master's degree in teaching students with behavioral disorders with a specialization in transition. (Author/DB)

This survey of 750 young adult males found that the combination of emotional abuse with multiple events of sexual abuse in the respondent's childhood was a relatively good predictor of both poor mental health, and later sexual interest in or sexual contact with children. (Author/DB)

The effects of a warning procedure signaling exclusionary timeout as a consequence for inappropriate behavior during contingent observation timeout was evaluated with nine elementary students having emotional and behavioral disorders. The use of warnings was associated with a decrease in appropriate contingent observation timeout behaviors,…

Parents (n=121) of children with emotional/behavioral disorders were surveyed to obtain their perceptions of contacts with service agencies and views on design and implementation of comprehensive services. Overall, parents viewed the services favorably. Concerns focused on obtaining information about community services, finding recreational…

This article describes virtual reality (VR) technology and discusses its potential application to the teaching of social skills to children and youth with behavior disorders through the use of interactive role plays. Limitations of the current technology and difficulties inherent in modeling simulations of human behavior are noted, as are…

Students (n=87) with conduct disorders revealed higher self-ratings and teacher ratings in depression and anxiety than students with learning disabilities (LD) or no disabilities. LD students (n=85) did not self-rate as more depressed and anxious than nondisabled children but received higher depression ratings from teachers. Gender, age, and…

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

This article describes the development and validation of the Developmental Behavior Checklist for children with emotional and behavior problems along with mental retardation. The article discusses generating and refining the checklist items, results of a principal components analysis, establishing reliability and construct and criterion validity,…

Guidelines are offered for making mainstreaming placement decisions for students with emotional or behavioral disorders. Characteristics of effective teachers of mainstreamed students are listed, and a classroom observation form and student/teacher match form are presented for use by the special education teacher in determining optimal mainstream…

High-probability requests were provided to two boys (age seven) with behavior disorders and severe disabilities as an antecedent to delivering a low-probability request. Results showed an immediate increase in appropriate responding when the intervention was delivered. Generalized responding and response maintenance were also exhibited.…

This study demonstrated the effectiveness of history strategy instruction that emphasized problem-solution-effect analysis and linkage of knowledge, in teaching 24 junior high students with behavior disorders. Instruction included a scripted curriculum, student note taking, construction of timelines, vocabulary definitions, and reciprocal…