Five special educators (Durand, Bambara, Dunlap, Kennedy, and Wacker) respond to an article in the same issue by Horner and Carr entitled "Behavioral Support for Students with Severe Disabilities: Functional Assessment and Comprehensive Intervention." Respondents raise concerns regarding the range of intervention options, the behavioral…

Examines and analyzes factors responsible for the increasing prevalence and incidence of preschool children with behavior disorders. The research indicates the use of drug therapy, time out, extinction and positive reinforcement, overcorrection procedures, and modeling can be effective reduction strategies for behavior problems. Early intervention…

A study that compared abusing mothers (n=17) to nonabusing mothers (n=16) of children with conduct problems, found that the abusing mothers exhibited a greater use of emotion-focused coping strategies and less use of effective problem-focused strategies. Abusing mothers also perceived their coping to be more ineffective than the nonabusing…

A Communication Opportunity Group Scheme, which develops formal language and thinking, has been successful in enhancing the performance of a wide range of pupils with and without disabilities. Evidence is presented to illustrate its successful use with 24 children with inappropriate behavior and limited social interaction. (Contains references.)…

A 10-session anger management program was offered in a therapeutic day school for adolescents with emotional or behavioral disorders. Booster sessions to maintain gains were provided. Participants exhibited a reduction in peer fighting, an increase in talking with a counselor when angry, and an increase in using anger logs. (Contains references.)…

The controversial discipline provisions of the 1997 Individuals with Disabilities Education Act (IDEA) are examined. It is suggested the provisions may serve to encourage systemic reform capable of dramatically affecting the educational and postsecondary careers of students with emotional or behavioral disorders and may assist in curbing…

Students with emotional and behavioral disorders (EBD) are more likely to drop out of school than their peers. Examines how different types of mobility may positively and negatively impact students with EBD, highlighting non-normative mobility or the ways in which schools cause students to move within and between classrooms and schools. Analyzes…

The author of a paper on effects of risperidone on behavior in people with developmental disabilities rebuts a criticism by suggesting that a specific diagnosis of psychiatric disorder is unimportant, since risperidone was effective in reducing aberrant behavior regardless of psychiatric diagnosis and/or environmental contingencies. (Contains…

This article gives findings from the first year of an evaluation of various behavior support programs in 21 secondary schools in Scotland. Focus is on analysis of exclusion data, school reports on the initiative, and case studies of 116 pupils receiving behavior support. Discussion notes difficulties reconciling the flexibility required for…

This article critically analyzes research investigating the use of antecedent events in the functional assessment process, with an emphasis on interventions conducted in natural settings. An analysis of 17 articles found that research on antecedent-based interventions lacks a consistent conceptual framework. Suggestions for future research are…

An effort to increase the implementation of effective instructional methods of school discipline and the promising results from the first year of implementation of the Safe and Responsive Schools Project are described. Results provide some evidence that school discipline need not be equated with punishment and exclusion. (Contains references.)…

This article describes factors found in mainstream schools in the United Kingdom where pupils with emotional and behavioral difficulties are successfully included. The article discusses these factors and draws on studies in the USA, England, and Scotland before offering implications for the development of inclusive practice in schools. (Contains…

Mainstream inclusion of students with emotional and behavioral difficulties is based on student rights, yet these conflict with other legal and civil rights. British case law examples suggest that conflicting rights result in more segregated provision. Current legal provisions are inadequate, and attitudinal changes are also required. (Contains 62…

Evaluated alternative treatments for children (N=112) referred for severe antisocial behavior. Assigned children to one of three treatments: (1) problem-solving skills training (PSST); (2) PSST with in vivo practice (PSST-P); or (3) client-centered relationship therapy (RT). Found increases in prosocial behavior in PSST and PSST-P children while…

A project combined precision teaching techniques and a flashcard approach known as SAFMEDS, with 4 students with learning disabilities or behavior disorders, age 14-18. Project results determined that the techniques provided students with necessary skills to pass the school district's minimum competency test in the area of local, state, and…