Young writers, especially students with disabilities, have difficulty writing complete essays, and when asked to revise often make only surface-level changes. Individualized feedback may lead to gains in writing achievement, but finding class time for feedback is difficult. Using a multiple probe across participants design, the effectiveness of…

While experiences of students with disabilities transitioning from high school to college have been well documented, the influence exerted by selected factors on these experiences is less well understood. Using data from the Education Longitudinal Study of 2002, the influence of selected risk and resilience factors on the short-term postsecondary…

Objective: To examine whether oppositional defiant disorder (ODD) rather than conduct disorder (CD) may explain the comorbidity between behavioral disorders and depression; to test whether distinct affective and behavioral dimensions can be discerned within the symptoms of ODD; and to determine whether an affective dimension of ODD symptoms is…

The present study evaluated the hypothesis that autism spectrum disorders (ASDs) are best represented as a discrete category distinct from typical behavior within autism-affected families. The latent structure, categorical versus dimensional, of ASDs informs future diagnostic revisions, clinical assessment, and the design of future research. Data…

Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to…

Children with emotional and behavioural difficulties (EBD) and those who also have developmental disorders, such as attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD), can experience the same adverse consequences in their peer interactions and relationships. This present study compared the emotion regulation and peer…

Objective: The goal of this study is to characterize the theta to beta ratio (THBR) obtained from electroencephalogram (EEG) measures, in a large sample of community and clinical participants with regard to (a) ADHD diagnosis and subtypes, (b) common psychiatric comorbidities, and (c) cognitive correlates. Method: The sample includes 871…

Objective: To assess the efficacy of trauma-focused cognitive behavioral therapy (TF-CBT) delivered by nonclinical facilitators in reducing posttraumatic stress, depression, and anxiety and conduct problems and increasing prosocial behavior in a group of war-affected, sexually exploited girls in a single-blind, parallel-design, randomized,…

Objective: To test whether children with attention-deficit/hyperactivity disorder (ADHD), free of conduct disorder (CD) in childhood (mean = 8 years), have elevated risk-taking, accidents, and medical illnesses in adulthood (mean = 41 years); whether development of CD influences risk-taking during adulthood; and whether exposure to…

Students with emotional and behavioral disorders (E/BD) may exhibit both learning and behavioral needs that affect the teacher's ability to provide effective instruction. Extending beyond simple academic content knowledge, effective teacher-based interventions include preventive and predictive actions that manage the disruptive behaviors often…

The purpose of this phenomenological study was to gain an understanding of teacher attrition among the emotional and behavior disorder (EBD) student population within a self-contained environment through the lived experiences of former EBD teachers. Attrition among special education teachers has been a perennial issue. Special education teacher…

There is a large body of literature suggesting that students with emotional and behavioral disorders (EBD) lack appropriate social skills, including deficits in building and maintaining interpersonal relationships, prosocial behaviors (e.g., sharing, helping, cooperation), and self-management strategies. While the literature shows small to modest…

Currently there is a lack of evidence existing on technology specifically to support students with emotional-behavior disorder (EBD) in schools (Fitzpatrick & Knowlton, 2009). However, assistive technology (AT) considerations for all students with an Individualized Education Program (IEP) must still occur. Evidence exists that technology can…

Objective: To assess how threshold oppositional defiant disorder (ODD), inattention, and hyperactivity-impulsivity affect the response to atomoxetine versus methylphenidate. Method: Systematic review of randomized controlled trials (RCTs; greater than or equal to 6 weeks follow-up). The primary measure was core symptom response--greater than or…

Bullying has been recognized as a dynamic process, where involvement is based on interactions between an individual and the social-ecological factors related to the individual's environment.While involvement in bullying is not exclusive to one population of students, evidence suggests that students with disabilities are overrepresented within the…