Objective: ADHD is a commonly diagnosed neuropsychological disorder among school-aged children with reported high rates of coexisting or comorbid disorders. As ADHD has been associated with academic underachievement, the current study examines this association in view of the presence of coexisting disorders. The purpose of the current study is to…

Objective: This investigation examined the contribution of anxiety to the social functioning of children with and without ADHD. Method: Participants were 62 children with ADHD (ages 6-10 years and 68% boys) and 62 age- and sex-matched comparison children. Children's social functioning was measured through parent and teacher reports, observations…

A series of books by a classroom teacher offer an alternative to the curriculum of control with challenging students. Torey Hayden, a former teacher of children with emotional and behavioral disorders, has authored eight books chronicling her day-to-day work in special education and child psychology. Hayden's stories are remarkable for their…

Objective: A potentially useful tool for understanding the distribution and determinants of emotional dysregulation in children is a Child Behavior Checklist profile, comprising the Attention Problems, Anxious/Depressed, and Aggressive Behavior clinical subscales (CBCL-DP). The CBCL-DP indexes a heritable trait that increases susceptibility for…

Objective: No longitudinal studies beginning in childhood have estimated the cumulative prevalence of psychiatric illness from childhood into young adulthood. The objective of this study was to estimate the cumulative prevalence of psychiatric disorders by young adulthood and to assess how inclusion of not otherwise specified diagnoses affects…

This study was a qualitative investigation of the reasons that experienced teachers of students with emotional and/or behavioral disorders give for remaining in that field. The study focused on the positive findings of why teachers stay, rather than the negative findings of why teachers leave (which currently dominate the field). The findings of…

Background: There is emerging evidence that early onset obsessive-compulsive disorder (OCD) may be a phenomenologically distinct subtype of the disorder. Previous research has shown that individuals who report an early onset display greater severity and persistence of symptoms, and they may be less responsive to treatment. To date, this question…

Although the protective role of social support is well established in the health literature, antecedents of perceived social support are not well understood. Research on family experiential factors during early adolescence, an important psychosocial developmental period in the life course, represents a promising line of inquiry. Using a sample of…

Introduction: The purpose of the study was to evaluate the effectiveness of reading racetracks and direct instruction flashcards with two students with behavior disorders. A token economy with a response cost component was also implemented to increase on-task behavior during data collection. Method: The participants were two eight-year-old males.…

We compared social self-competence ratings in 9-12 year old girls with (n = 42) versus without (n = 40) ADHD, relative to ratings of the girls' social competence made by mothers, teachers, and blind raters during a social laboratory task. Relative to scores from mothers, teachers, and the lab-task, girls with ADHD over-estimated their competence…

The purpose of this study was to examine a model of factors that place psychiatrically hospitalized girls at risk for non-suicidal self-injury (NSSI). The role of familial and peer interpersonal difficulties, as well as emotional dysregulation, were examined in relationship to NSSI behaviors. Participants were 99 adolescent girls (83.2% Caucasian;…

Students with emotional and behavioral disorders (E/BD) and those with challenging behaviors are often served in alternative education (AE) settings due to behavior that interferes with their learning and the learning of others to a degree that warrants placement outside of the traditional, neighborhood school environment. Placement in AE…

Cognitive and biophysical factors have been considered contributors linked to identifiable markers of obsessive compulsive and anxiety disorders. Research demonstrates multiple causes and mixed results for the short-term success of educational programs designed to ameliorate problems that children with obsessive compulsive and anxiety disorders…

As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective,…

In addition to typical career development and vocational programs in general education, providing school-based programs that are directly linked to employment and career development for youth with learning and emotional and behavioral disabilities is a legally mandated service in special education. Several broad research-based strategies are…