Background: Evidence from Western countries indicates marked increases in diagnosis and treatment of childhood psychiatric disorders in recent years. These could reflect changes in prevalence of mental health problems, changes in their impact or increased clinical recognition and help-seeking. Epidemiological cross-cohort comparisons are required…

Background: Raising children with borderline to mild intellectual disability (BMID) and psychosocial problems may yield a strong need for support among parents, but evidence for this is lacking. The aim of this study was to investigate the prevalence of need for parenting support in this population, and the child and parent characteristics that…

Problem: Excessive anxiety is among the most common psychiatric problems facing youth. Because anxious youth tend to have somatic complaints, many seek help from the school nurse. Thus, school nurses are in an ideal position to provide early intervention. This study addresses this problem and describes the plans to develop and test a new…

The author reviews "Scales for Assessing Emotional Disturbance-Second Edition" (SAED-2; Epstein & Cullinan, 2010), an assessment system primarily designed to assist in determining eligibility for special education services under the category of emotional disturbance (ED), as defined by the "Individuals with Disabilities…

This study investigated the effects of the "Expressive Writing (EW)" direct instruction curriculum on the expository writing skills of secondary grade students with serious emotional and behavioral disabilities (EBD). The "EW" program targets writing mechanics, sentence writing, and editing but does not include pre-writing…

Specific developmental disorders of speech, language, and motor function in children are associated with a wide range of mental health problems. We examined whether preschool-age psychiatric patients with specific developmental disorders and those without differed in the severity of emotional and behavior problems. In addition, we examined whether…

The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS)…

This study employed a multiple baseline, across-participants, single-subject design to investigate the feasibility of an individual, narrative-based, social problem-solving intervention on the social problem-solving, narrative, and theory of mind (ToM) abilities of 3 incarcerated adolescent youth offenders identified as having emotional…

The practice of screening students to identify behavioral and emotional risk is gaining momentum, with limited guidance regarding the frequency with which screenings should occur. Screening frequency decisions are influenced by the stability of the constructs assessed and changes in risk status over time. This study investigated the 4-year…

Over the last several decades, inclusive placements for students with disabilities have become increasingly common. Although benefits are associated with inclusion, questions remain about the effectiveness of these placements for students with Emotional/Behavioral Disorders (E/BD). As a result of the move toward more inclusive placements, the…

Federal and state laws exert an important influence on the education of students with emotional and behavioral disorders. The most important of these laws is the Individuals with Disabilities Education Act. States and school districts must adhere to the requirements of IDEA when educating students with disabilities in special education programs.…

This chapter provides the reader with a framework for understanding the needs of students that have concurrent needs as English Language Learners and Emotionally Behavioral Disturbed. Issues related to effective assessment practices, service delivery, and appropriate intervention are discussed. (Contains 1 table.) [For complete volume, see…

Patterns of nonsuicidal self-injury (NSSI) and their association with other psychological difficulties were studied in a community sample of young Swedish adolescents, by a two-wave longitudinal design with a 1-year interval. Hierarchical cluster analysis at T1 identified eight NSSI subgroups in each gender, of which five were clearly replicated…

In Milgram's (1963, 1965a, 1965b, 1974/2004) experiments on destructive obedience, an authority figure repeatedly ordered a resistant participant to deliver what seemed to be increasingly painful shocks to a confederate victim who demanded to be released. A three- stage behavioral model (aversive conditioning of contextual stimuli, emergence of a…

Individuals who report nonsuicidal self-injury (NSSI) are characterized by the tendency to act rashly while experiencing distress (negative urgency), the tendency to act without thinking, and endorsement of both social and affect regulation motives for the behavior. However, very little research has identified characteristics that distinguish…