Few studies have examined the epidemiology of preschoolers' psychopathology. This study included 796 4-year-old children recruited from schools and pediatric practices in a diverse, urban area. Psychiatric disorder was assessed by a structured interview adapted for preschool children and by questionnaire. The most common disorders were…

Context: All youth, especially those with serious emotional disturbances (SED), face challenges as they transition to adulthood. Little is known about rural youth at risk for transition problems. Purpose: To examine transition-age youth who use publicly funded services in rural and urban/suburban locations in Tennessee in order to describe youth…

The "Restrictiveness of Living Environment Scale" has long been the primary way to conceptualize the "restrictiveness" of a child's living situation. However, changes in systems of care and other factors have created a need to revisit how restrictiveness is conceptualized and measured. A measure was created to assess an environment's level of…

Objective: The objectives of this study were to identify the relationships between caregiver strain among parents of young adolescents with ADHD and child characteristics during a 1-year period. Method: Parents of 52 middle-school-aged youth with ADHD participated in this study and completed two evaluations 1 year apart. Results: Ratings of…

The investigation consisted of a review and summary of 25 epidemiological studies of behavior disorders from 16 foreign countries. The countries were Great Britain, Australia, New Zealand, Canada, Sweden, Denmark, Norway, Finland, Iceland, the Netherlands, France, West Germany, Bulgaria, Uganda, and Sudan. The findings show that prevalence rates…

Advantages and disadvantages of environment-focused methods (such as operant and parent training techniques) and of person-focused approaches (such as social skills training) with aggressive children are examined. A synthesis of the two approaches is urged. (Author/CL)

Two achievement tests--the Peabody Individualized Achievement Test (PIAT) and the Comprehensive Test of Basic Skills (CTBS)--were administered to emotionally disturbed and behavior-disordered children in an inpatient psychiatric setting. The results of this study suggest that these two measures might be used interchangeably in every area but…

The article discusses the multifactorial causation of behavior disorders after head injury, arguing that management strategies must be based on an understanding of their general nature and on specific knowledge of the individual's history and injury. (DB)

Stokes, Osnes, and Guevremont's (1987) implicit definition of correspondence classes is fundamentally procedural. A contingency-space analysis, on the other hand, is independent of specific procedures and focuses attention on problems inherent in some procedural definitions. It addresses the issue of distinguishing specific instances from classes.…

Significant relationships were found between behavioral disorders and early reading achievement and current reading achievement in 45 behavior disordered and 45 normal secondary students. Results revealed a pattern of relatively poor reading achievement associated with behavioral disorders and continuing, poor performance in reading at the…

Two studies involving 76 nonhandicapped (Study 1) and 31 emotionally disturbed and 63 nonhandicapped students (Study 2) suggested that predominantly right-hemisphere cognitive-mode individuals are at greater risk for learning and/or behavior problems than are left- or integrated cognitive-mode individuals. Hypotheses for this finding are offered.…

Results of a survey conducted in nine districts of British Columbia indicated that less than 1% of the total student population was funded under the severe behavior problems category. Only one district required specific training in special education for their teachers. Inservice training and program evaluation methods varied from district to…

Traditional behavioral strategies used with adolescents with behavior disorders are reviewed and nontraditional approaches incorporating behavioral and cognitive psychology into social skills training and anger control training are described. (CL)

Two experiments examined the effectiveness of a peer-monitored token system on reducing disruption and nonparticipation during a transition period of a kinderagarten class for behaviorally impaired children. Results suggested that both teacher-and peer-monitored interventions were successful in decreasing disruption and increasing participation of…

A technical skills curriculum in a school for behavior disordered adolescents features direct instruction of over 300 tool skills in 10 skill areas. Students are assessed, target skills identified, and feedback given after each session. The system's advantages include increased student motivation and more precise design of Individualized Education…