Reviews the behavioral, cognitive, and other psychological features of Prader-Willi Syndrome (PWS), exploring their relationships to known genetic mechanisms. PWS is a genetic developmental disability characterized by a group of specific behavioral features, including an insatiable appetite. The article briefly touches on PWS-related research at…

This case study of a second grader with emotional/behavior disorders and poor academic progress, especially in mathematics, demonstrates the use of functional assessment, development of a hypothesis, intervention development, and intervention evaluation. The case study also shows how functional assessment can be integrated into the classroom…

Examines the rationale for implementing a "responsible inclusion" model for students with emotional/behavioral disorders, and discusses critical components for such a program's development. A checklist of supports is presented, along with a process chart for depicting levels of commitment toward responsible inclusion. (CR)

Describes what is meant by "positive behavioral support" (PBS) for students with challenging behavior, the value of exploring why a student exhibits challenging behavior, and certain key PBS strategies teachers can implement in their classrooms. Relevant resources for those interested in implementing PBS are provided. (Author/CR)

A sample language arts/history curriculum based on state curriculum standards was created and implemented in a classroom for 22 secondary students with emotional/behavioral disorders in a residential treatment program. Emphasis on story elements and narrative summary writing resulted in improvements in both summary writing skills and academic…

Discussion of the increasing emphasis of school discipline and zero tolerance procedures and policies suggests there is little evidence that they have resulted in increased school safety or improved student behavior. A preventive, early response disciplinary model is suggested to increase the range of effective options for addressing violence and…

Explores current developmental research that reveals similarities and differences in the behavior of antisocial adolescent girls and boys, the types of assessment procedures that are required to identify antisocial girls, and the treatment possibilities that spring from appropriate assessment, including hands-on learning and participation in…

Describes the founding, organization, and support services of the Oregon Family Support Network. Using volunteers, the network provides support and information to families whose children are severely emotionally or behaviorally disturbed. Services include emotional support, technical assistance, networking, information, community forums, parent…

Using data from three sites, a study examined service use and expenditures under systems-of-care. The sites provided children with a full range of mental health services. Per-child expenditures were high, but for two sites, those expenditures were within the range of expenditures in other innovative attempts at service delivery. (Contains…

This article describes a family-centered wraparound project developed to meet the needs of elementary children with severe emotional and behavioral disorders. It discusses the role of the behavioral support team and the key roles of the principal and the teacher as the creators of cultural competence. Tips for teachers are provided. (Contains…

This article describes the implementation and evaluation of a classwide peer-assisted self-management (CWPASM) program based on its feasibility, acceptability, and effects on three classes of seventh-grade students and across 10 targeted at-risk students. Teachers and students enjoyed the program and found it effective in improving behavior and…

Focuses on the nature of peer relationships of attention-deficit/hyperactivity disorder (ADHD) children, including relationship problems that are commonly manifested in the areas of academic, conduct, and social problems. Finds that children with ADHD experience numerous peer difficulties and may benefit from specially designed intervention. (SD)

Three students (ages 12-16) with moderate mental retardation and severe behavior disorders were taught to read sight words related to the daily newspaper weather report by a method that interspersed known words with new words. Students mastered the 10 sight words and showed some improvement in reading the weather report. (DB)

The extent to which adolescents diagnosed with one or more personality disorders through the Personality Diagnostic Questionnaire-Revised were at an elevated risk of substance abuse was studied with 441 undergraduates. Those with one or more personality disorders showed higher levels of psychiatric symptomatology and substance use. (SLD)

This article addresses effective techniques for teaching students with emotional disturbances and/or behavior disorders in group settings. Three stages of group development are described with specific teaching strategies for each stage identified and related to Maslow's hierarchy of needs, including needs for safety and trust, belonging and…