The No Child Left Behind Act (NCLB, 2002) has generated controversy and support since its inception. Parents, teachers, researchers, authors, advocates, protesters, and politicians have shared views and opinions based on "political" beliefs, biases, and anecdotal and research-based evidence that supports their stance. In attempt to…

Objective: Many children with conduct disorder develop life-course persistent antisocial behavior; however, other children exhibit childhood-limited or adolescence-limited conduct disorder symptoms and escape poor adult outcomes. Prospective prediction of long-term prognosis in pediatric and adolescent clinical settings is difficult. Improved…

The research on Tourette's disorder (TD), a neuropsychological disorder consisting of motor and phonic tics, has largely focused on individuals with TD and not on the caregivers of children with TD. We investigated the effects of several variables on caregiver strain of caregivers of children with TD, including perceived social support, caregiver…

This paper describes a framework for evaluating the effectiveness of child psychotherapy used by child psychotherapists in an inner city Child and Adolescent Mental Health Service (CAMHS). The Hopes and Expectations for Treatment Approach (HETA) involves using the assessment for psychotherapy that normally precedes treatment to derive a baseline…

Children identified as having emotional and behavioral disorders (EBD) may have different out-of-home care placements than their peers without EBD. This study compared the factors influencing placement movements for 362 children with EBD and 363 children without EBD, using clinical "Child Behavior Checklist" (CBCL) scores at baseline…

Although depression is strongly associated with suicide attempts and suicide deaths, most depressed youth do not make an attempt, indicating the need to identify additional risk factors. We examined suicide attempts among 451 depressed primary care patients, 13 to 21 years of age. In bivariate analyses, youth classified as suicide attempters…

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in…

Alberta Education provides programming support and funding to school authorities to develop and implement special education programming for ECS children and students in grades 1 to 12. "Special Education Coding Criteria 2009/2010" outlines criteria within specific categories to help school authorities identify those children and students…

In British Columbia, Canada, two population-based databases have been linked at the level of the individual child: the "Early Development Instrument", a Kindergarten school readiness measure; and the "Foundation Skills Assessment", a Grade Four academic assessment. Utilising these linked data, we explored the early school…

Obsessive-compulsive adolescence behavior in the classroom environment can be disruptive, affecting the teacher and other students. Certain personality traits of the obsessive-compulsive are obvious, while other symptoms are frequently misdiagnosed. As school staff are often the first step in the primary diagnosis process, the purpose of this…

This reference is intended to provide teachers with a wide variety of intervention plans for responding to behavior, discipline, and motivation problems. While most interventions are based on behavioral research, others are derived from counseling, Adlerian psychology, social learning theory, and cognitive/behavior modification approaches. An…

The Bridges Program of the Wyandotte Comprehensive Special Education Cooperative in Kansas works to have students with chronic aberrant behavior in alternative school settings function successfully in a self-contained setting in the student's home school. The program works to create an environment which will address the curriculum needs and…

This monograph explores the nature and development of aggression and violence in children and youth, especially as manifested within the school setting. It examines the extent of the problem, typical reactions to aggression and violence within the school, and the impact of these reactions on the behavior of students with emotional/behavior…

This practicum was designed to explore the impact that exposure to conflict management had on emotionally and behaviorally disordered high school students. High school students who participated in this study were from the west coast of central Florida. The practicum objectives were for students to show a 25% increase in the use of conflict…

Boys Town cares for boys and girls (average age 15 years) who are socially and emotionally at risk because of problems such as chronic neglect or abuse, broken homes, and school failure. The majority are behaviorally disordered and emotionally impaired. Within a week of coming to Boys Town, students take the Diagnostic Assessments of Reading Test.…