Presents activities for students with or without behavior disorders that promote active learning of language arts skills, including creative thinking, writing, listing, and oral presentation. Activities begin with a lunch bag, can be adapted across grade or skill levels, and used from independent to large-group work arrangements. (Author/CR)

Describes Project DESTINY, a federally funded support program for families with middle school students with emotional and behavioral disabilities in New Hampshire. The development of the program, the involvement of school staff and students, positive outcomes of the program, and tips for enhancing family involvement in schools are discussed. (CR)

Clinicians and researchers are beginning to acknowledge the importance of integrating a developmental perspective into the understanding of clinical disorders. Major gaps still exist between basic research on attachment processes and clinical issues regarding mental disorders. Reflecting growth in this direction, National Institute of Mental…

The Reiss Screen for Maladaptive Behavior was factor analyzed in 2 institutional samples and 1 community sample of persons with mental retardation (total n=353). Factor analysis revealed no strong justification for the instrument's seven scales. An alternative three-factor solution, comprising intrapersonal maladaptive behavior, psychotic…

Describes the Extended Attention Span Training (EAST) system for modifying attention deficits, which takes the concept of biofeedback one step further by making a video game more difficult as the player's brain waves indicate that attention is waning. Notes contributions of this technology to neuropsychology and neurology, where the emphasis is on…

This study examined the effectiveness of a modified and comprehensive version of the "Open Court Reading Curriculum" with two groups of children with emotional and/or behavior disorders. Results showed moderate gains in reading achievement but no changes in observed problem behaviors. (Contains references.) (Author/DB)

This study with 45 institutionalized individuals with mental retardation and self injurious behavior (SIB) calculated conditional probability using sequential analysis techniques. It found that successive episodes of self-injury were sequentially dependent and this association was not related to frequency or rate of occurrence. The best predictor…

Evaluates the usefulness of the Strengths and Difficulties Questionnaire (SDQ) as a routine measure to screen for emotional and behavioral disorders in children and adolescents referred to a community child and adolescent mental health service (CAMHS). Results reveal that the SDQ is sensitive in detecting emotional and behavioral problems and may…

Ninety-two preservice or inservice teachers were asked to categorize characteristics and behaviors according to whether each described a student identified with an emotional/behavior disability (EBD), who is gifted, both, or neither. Results revealed stereotypical thinking in the identification of characteristics of students labeled EBD. Results…

This article compared views of 23 incarcerated and 23 non-incarcerated female adolescents about their performance and knowledge of communication. Although findings on pragmatic practices and on knowledge of conversational rules were similar for the two groups, views of the incarcerated teenagers suggested they did not perceive themselves as…

A case study of a 25-year-old man with moderate mental retardation who engaged in self-injurious behavior included a functional analysis to determine the effects of the presence and absence of respite care. Results demonstrated a relationship between the presence of self-injury and the occurrence of respite care the previous evening. Altering the…

Evaluation of a training procedure to improve staff skills in the preventative and reactive management of severely challenging behaviors in a small residential treatment unit found reduced (though not statistically significant) behavioral incidents, use of major reactive strategies (restraint and emergency medication), and staff and resident…

Discusses initiation of school-based adolescent suicide response programs by reviewing recommended strategies and issues. Issues include program rationale, responsibilities of schools and teachers, and concerns about the impact of programs. Strategies include using appropriate instructional principles, maintaining systemic/ecological focus,…

The effect of neuroleptic withdrawal on postural task performance of 20 adults with mental retardation was examined. Assessments were conducted at baseline and monthly intervals, extending to one year following complete medication withdrawal, when significant changes in amount of postural motion and sequential pattern of postural movement…

Two convergent validity studies of the Behavioral and Emotional Rating Scale (BERS) were conducted with primary students. It was compared to the Systematic Screening for Behavior Disorders and the Scale for Assessing Emotional Disturbance. The BERS demonstrated adequate convergent validity and is recommended for identifying students with special…