This article describes virtual reality (VR) technology and discusses its potential application to the teaching of social skills to children and youth with behavior disorders through the use of interactive role plays. Limitations of the current technology and difficulties inherent in modeling simulations of human behavior are noted, as are…

Students (n=87) with conduct disorders revealed higher self-ratings and teacher ratings in depression and anxiety than students with learning disabilities (LD) or no disabilities. LD students (n=85) did not self-rate as more depressed and anxious than nondisabled children but received higher depression ratings from teachers. Gender, age, and…

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

This article describes the development and validation of the Developmental Behavior Checklist for children with emotional and behavior problems along with mental retardation. The article discusses generating and refining the checklist items, results of a principal components analysis, establishing reliability and construct and criterion validity,…

Guidelines are offered for making mainstreaming placement decisions for students with emotional or behavioral disorders. Characteristics of effective teachers of mainstreamed students are listed, and a classroom observation form and student/teacher match form are presented for use by the special education teacher in determining optimal mainstream…

High-probability requests were provided to two boys (age seven) with behavior disorders and severe disabilities as an antecedent to delivering a low-probability request. Results showed an immediate increase in appropriate responding when the intervention was delivered. Generalized responding and response maintenance were also exhibited.…

This study demonstrated the effectiveness of history strategy instruction that emphasized problem-solution-effect analysis and linkage of knowledge, in teaching 24 junior high students with behavior disorders. Instruction included a scripted curriculum, student note taking, construction of timelines, vocabulary definitions, and reciprocal…

This discussion concludes that personal choice cannot be used to distinguish between students with serious emotional disturbances or social maladjustment, a distinction required by federal legislation. Literature supporting this conclusion is reviewed, focusing on conduct problems and disorders, choosing maladjusted behavior, choosing a serious…

This article reviews research on three behavioral subtypes of attention deficit disorder (ADD): (1) without hyperactivity (ADD/WO), (2) with hyperactivity, and (3) with hyperactivity and aggression (ADDHA). Children with ADDHA appear to be at increased risk of having oppositional and conduct disorders, whereas children with ADD/WO show symptoms…

Seventy-eight families with child diagnosed as oppositional-defiant or conduct-disordered were randomly assigned to basic videotape parent skills training program (GDVM) with or without broader-based, videotape treatment component (ADVANCE). Both groups significantly improved at short-term follow-up. ADVANCE produced additional significant…

Discusses the etiology and characteristics of some of the emotional and social problems that learning-disabled college students might experience. Makes recommendations about possible treatments. Indicates that students with learning disabilities may exhibit psychosocial problems, in addition to academic deficiencies, related to their disabilities.…

Questions concerning identifying and treating Attention-Deficit Hyperactivity Disorder (ADHD) are addressed, including whether ADHD is a handicapping condition, and what guidelines should be used for determining the need for educational services. A psychoeducational paradigm is presented to help school psychologists design effective programs for…

This article addresses the controversy regarding the exclusion of youths labeled socially maladjusted from special education services for the seriously emotionally disturbed. The article reconceptualizes the issue from a cultural-organizational perspective, viewing such exclusion as resulting from a society that has little tolerance for "deviant"…

Children with attention deficit disorder (ADD) need extra time and care, two scarce commodities in any classroom. The article describes the causes and behavioral characteristics of ADD and examines ways to cope with disruptive ADD children in the classroom. It also discusses pertinent legislation. (SM)

Oral language abilities in 20 boys (ages 9-13) with chronic behavior disorder were investigated, using 20 standardized language measures. Findings indicated generally poor or inconsistent language skills, with abstract concepts and linguistically complex structures particularly difficult. (Author/DB)