The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a…

The notion of what is meant by the term "crazy" is explored and certain aspects of the educational system are labeled "crazy." The confusing array of federal and state policies dealing with students with emotional disturbances is noted, and questions are posed to educators and practitioners to illustrate the need to be open to new knowledge and…

The debate presents pro and con views regading the use of aversives in special education programs for behaviorally disordered students. Cited in the arguments against aversives are moral and ethical issues as well as its long-term effectiveness. The proponents point to the need for carefully controlled alternative interventions for some severely…

Investigated the electrodermal activity (EDA) of a small group of prepubertal children suffering from a severe form of undersocialized aggressive conduct disorder (CD). The EDA profile of the CD children resembled that of the adult sociopath on phasic measures only. (RH)

Responses received from 47 nationally recognized authorities in behavior disorders revealed that setting generalization of intervention effects, durability of treatment program and effects, and adolescent programing were the most frequently cited issues needing research attention. Implications for future research and funding activities are…

Following a review of social skills training programs, the article describes a unit on photography for junior high behaviorally disordered students. Scripts are written to accompany photographs on such topics as interrupting a class properly, asking a teacher for a favor, and taking advice. (CL)

Problems and solutions associated with accurate assessment and diagnosis of conduct disorder are reviewed. Problems addressed include client deceitfulness, parent and teacher misinformation, counselor countertransference, diagnostic comorbidity, and confounding cultural and situational circumstances. Methods for increasing diagnostic accuracy are…

Teaching social skills to students with emotional and behavioral disorders and learning disabilities has become an accepted practice. Social skills training (SST), however, has often resulted in only modest and sometimes no changes in students' social competence. One of the main reasons is that acknowledged problems have been largely ignored. The…

This review examined the effectiveness of teachermediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated…

Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer…

Objective: To investigate predictors of readmission to inpatient psychiatric treatment for children aged 5 to 12 discharged from acute-care hospitalization. Method: One hundred nine children were followed for 1 year after discharge from inpatient care. Time to rehospitalization was the outcome of interest. Predictors of readmission, examined via…

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the…

We conducted a brief (8 days) functional analysis to identify sources of control over persistent saliva-play displayed by a 6-year old child with autism in a school setting. The functional analysis suggested that saliva-play was maintained by automatic reinforcement, leading to an intervention evaluation (3 days) that compared two methods of…

Many students identified with emotional or behavioral disorders have social skill deficits, often displayed as less mature or inappropriate social behavior. Students may have difficulty engaging in appropriate play or social interactions and may at times become aggressive. The inability to interact with others has a negative impact on academic…

This study explored administrators' attitudes about the use of physical restraint in their school settings. Administrators of day treatment and residential programs for elementary students with emotional and behavioral disorders in the Mid-Atlantic states were surveyed on their attitudes toward, and the use of, physical restraint within their…