Teachers rated 63 first graders on three rating scales: the Quay-Peterson Behavior Problem Checklist, the Miller School Behavior Checklist, and a scale involving frequency estimates of disruptive behaviors. Data analysis revealed considerable independence of the major types of measurement (direct behavioral observation vs. global ratings).…

The paper describes how the Iowa state education agency has attempted to provide leadership in defining those handicapped students who are behaviorally disordered. Emphasizes the literature base from which initial direction was taken, data-gathering activities initiated by the SEA, and subsequent policy decisions made. (Author/CL)

Teacher-completed Behavior Problem Checklists on 727 behaviorally disordered younger and older boys and girls were factor-analyzed. Results confirmed the primacy and pervasiveness of aggression-disruption or conduct disorder among factors that classify children as behaviorally disordered. Also consistently found for all age groups was a factor…

Six behaviorally disordered sixth, seventh, and eighth graders participated in jogging and outdoor reading sessions. Three Ss also engaged in winning and losing football contests. An examination of the data indicated that a decrease in talk-outs and increase in teacher ratings and problems completed were associated with vigorous exercise.…

Discusses the relationship between stress, depression, homicide, and suicide within the psychosocial context of an ethnic minority group; examines the relationship between mental health and destructive behavior among Blacks; and suggests some possible methods of intervention as well as prevention of destructive behaviors among members of the Black…

Girls (11-15 years old) with behavior problems have been involved in a behavior modification (token economy) program designed to provide in-depth assessment, individualized treatment, and transitions to less restrictive environments. (CL)

Sixty students files were rated by 60 school psychologists and 60 elementary teachers of the behaviorally disordered. Traditional types of data (academic and intellectual measures) were rated as being available and of highest quality, whereas behaviorally oriented data (e.g., actual behavior data) were available, but of lowest quality. (Author/CL)

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

Computed correlations between the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Woodcock-Johnson Tests of Cognitive Abilities (WJTCA) in behavior disordered male adolescents (N=100). Results indicated that all WISC-R subtests correlated with the W-J Broad Cognitive Ability score. (LLL)

The current status of research literature relevant to obsessive compulsive disorder (OCD) is reviewed. Models proposing the etiology and maintenance of OCD, empirically established treatments for OCD, and research supporting cognitive approaches to treatment are also included in the review. Until recently, most of the controlled research…

The purpose of this book is to bring together in one place empirically based information from many different scientific fields on what is presently known about aggression and related behaviors in children and adolescents. A further purpose of this book is to facilitate research into these behaviors by collecting into one volume the present state…

This paper connects the philosophical basis of Glasser's Choice Theory/Reality Therapy to the Functional Assessments of Behavior (FAB) required by the Individuals with Disabilities Education Act (IDEA). The 1997 reauthorization of IDEA states that before a school can place a student with emotional or behavioral difficulties into an alternative…

Rational-emotive education integrates the cognitive, behavioral, and emotional aspects of personality and encourages behavior disordered students to discuss and work through their problems. Teachers need to display warmth, empathy, and be active-directive to help students manage their feelings and behaviors. (CL)

This article emphasizes the value of an evidence-based and public health perspective in managing disruptive behavior. Information about comprehensive school-based programs and classroom management techniques for disruptive behavior disorders is presented and the important role school psychologists can play in implementing these programs discussed.…

This study evaluated the Circle of Friends intervention approach with 20 children with emotional and behavioral difficulties, ages 6 to 12 years, and their nondisabled classmates. The intervention appeared to have positive effects on social acceptance by classmates, but few changes were obtained on other measures of perceptions or behavior.…