Investigated the electrodermal activity (EDA) of a small group of prepubertal children suffering from a severe form of undersocialized aggressive conduct disorder (CD). The EDA profile of the CD children resembled that of the adult sociopath on phasic measures only. (RH)

Responses received from 47 nationally recognized authorities in behavior disorders revealed that setting generalization of intervention effects, durability of treatment program and effects, and adolescent programing were the most frequently cited issues needing research attention. Implications for future research and funding activities are…

Following a review of social skills training programs, the article describes a unit on photography for junior high behaviorally disordered students. Scripts are written to accompany photographs on such topics as interrupting a class properly, asking a teacher for a favor, and taking advice. (CL)

Problems and solutions associated with accurate assessment and diagnosis of conduct disorder are reviewed. Problems addressed include client deceitfulness, parent and teacher misinformation, counselor countertransference, diagnostic comorbidity, and confounding cultural and situational circumstances. Methods for increasing diagnostic accuracy are…

Teaching social skills to students with emotional and behavioral disorders and learning disabilities has become an accepted practice. Social skills training (SST), however, has often resulted in only modest and sometimes no changes in students' social competence. One of the main reasons is that acknowledged problems have been largely ignored. The…

This review examined the effectiveness of teachermediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated…

Research has shown that peer-mediated interventions produce positive academic outcomes for a wide range of students. The authors of this review examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD). Fourteen studies using cross-age, same-age, classwide peer…

Objective: To investigate predictors of readmission to inpatient psychiatric treatment for children aged 5 to 12 discharged from acute-care hospitalization. Method: One hundred nine children were followed for 1 year after discharge from inpatient care. Time to rehospitalization was the outcome of interest. Predictors of readmission, examined via…

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the…

We conducted a brief (8 days) functional analysis to identify sources of control over persistent saliva-play displayed by a 6-year old child with autism in a school setting. The functional analysis suggested that saliva-play was maintained by automatic reinforcement, leading to an intervention evaluation (3 days) that compared two methods of…

Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses…

Previous research attests to the marked impairments in social functioning exhibited by children with Fetal Alcohol Spectrum Disorders (FASD), suggesting that such children are in need of social skills intervention. Recently, an existing evidence-based manualized behavioral treatment for improving children's friendships was implemented and…

The article analyzes the developmental considerations regarding psychopharmacological treatment of preschool children and provides suggestions for prescribed usage.

This preliminary study compared brief (1 s) and extended (4 s) wait-time on response opportunities, academic responses, accuracy, and disruptive behavior of two children with challenging behavior during small group instruction. Brief wait-time increased children's response opportunities, academic responses, and accuracy in comparison to extended…

The process of functional assessment has emerged as an essential component for intervention development. Applications across divergent types of problem behavior, however, remain limited. This study evaluated the applicability of this promising approach to students with selective mutism. Two middle school students served as participants. The…