Of 124 students (ages 5-15) with behavioral/emotional problems, 38 percent were identified as also having learning disabilities and an additional 17.8 percent as having learning problems. The incidence of learning disabilities decreased with age, but that of learning problems remained stable regardless of age groupings. (DB)

Utilizes the theoretical formulations of Margaret Mahler and her colleagues on separation and individuation to understand how to plan psycho-rehabilitation programs for emotionally disturbed adolescents and young adults. The separation-individuation process and anxiety issues are discussed and analyzed in terms of both theory and practical…

This article addresses legal concerns regarding the use of level systems to manage students with emotional and behavioral disorders. Concerns pertain to a failure to individualize the program, including restricted access to the least restrictive environment, curricular issues, and procedural concerns. A decision-making model to aid in designing…

This article discusses complex ways in which reading, attentional, and affective disorders may be related: a primary problem in one area may result in problems in another; one disorder may look like another; or a child may simultaneously present two or all three primary disorders. Clinical practice and research are presented to aid differential…

In this Netherlands study, 41 deaf boys (ages 6 to 11) were compared to hearing children using the Child Behavior Checklist. The deaf boys appeared to have more internalizing and externalizing behavioral problems but were no more often disturbed than their hearing counterparts. Younger deaf boys showed more behavioral problems than older deaf…

This paper reviews the growing body of research on relationships among language disorders and behavioral/emotional disorders, focusing on three populations of children: (1) children identified as having language impairments; (3) children with emotional/behavioral disorders; and (3) children who are withdrawn. Co-occurrence of language and…

This article presents a rationale for using students with emotional/behavioral disorders as behavior change agents for peers. Guidelines address use of peer confrontation strategies; selection, training, and evaluation of peer modifiers; and issues (such as ethical aspects of peer intervention). (DB)

This paper examines several major problems confronting special education for students with emotional and behavioral disorders; identifies successful practices and programs; explores factors that contribute to continuation of inadequate practices; and presents recommendations for improving educational practice, policy, research, and professional…

This paper examines the increased risk for substance abuse faced by students with emotional disturbances, behavior disorders, and learning disabilities. The paper discusses approaches to substance abuse prevention in regular education, application of such programs for special populations, and suggestions for expanding programs to address specific…

This study examined effectiveness of a constant time delay (CTD) procedure in teaching social studies and health facts to five adolescents with learning or behavioral disorders. Students were given praise with and without additional information. Results indicated CTD procedures were reliable and effective, and students acquired nontargeted as well…

The unintentional and unrecognized use of aversive stimuli that increase student escape and avoidance responses may contribute to educational problems of students with emotional and behavioral disorders. Sources of aversive stimuli present in many classrooms include interactions between students and teachers, academic activities offered, and…

Institutionalized adults with mental retardation (74% of whom had severe to profound retardation) were assessed. Of 30 adults who had been diagnosed as having affective disorders, 4 did not meet modified criteria for affective disorder; and of 30 with other psychiatric disorders, 6 did meet criteria for affective disorder. (Author/JDD)

Examines unnecessary hospitalization and inadequacy of community services for children and adolescents with serious emotional or behavioral disorders. Discusses barriers that impede improved mental health services systems for children and their families and presents Child and Adolescent Service System Program "system of care" model as…

Notes that, more so than any other category of special education, children with serious emotional disturbance remain very much underidentified in schools and that both terminology and definition of serious emotional disturbance (SED) under current provisions of Individuals with Disabilities Education Act are at least partly responsible for this…

Notes that many who work with troubled children assume curriculum of control to be necessary. Examines ways in which traditional treatments have fostered greater alienation. Suggests foundations for alternative model rooted in empowerment philosophy rather than obedience. Presents model of youth empowerment based on contemporary developmental…