Ninety-three students in a high school alternative learning center for disruptive, disaffected youth were assessed on potential giftedness and talent. Based on the Otis-Lennon School Ability Test, the IBRIC Biographical Inventory, and nominations by teachers and peers, eight students (8 percent) were identified as potentially gifted and talented.…

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

Three male students (ages 13-15) with behavior disorders/emotional disturbances were taught to self-monitor in 3 successive academic areas: reading, mathematics, and spelling. Students made gains in academic accuracy, productivity, and on-task behavior; and improvements were observed across all subject areas. (Author/JDD)

Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. The tutoring appeared to have positive effects on sight word vocabulary and positive social interactions for both tutors and tutees but not on self-perceptions of…

Teachers working with students having emotional and/or behavioral disorders may have special problems maintaining their mental health and positive psychological outlook. This article offers 10 cognitions, or ways in which teachers can choose to think, which will likely result in more positive feelings and increased effectiveness with students. (DB)

The University of Kentucky conducts a competency-based graduate program that prepares teachers to work with students with moderate to severe developmental disabilities and severe behavioral disorders. The program prepares personnel to work in diverse settings, provide consultation and inservice training, and analyze and conduct applied research.…

Entries from the teaching journal of a teacher of behavior disordered students illustrate her inner struggle as she turned away from the traditional philosophy of classroom control and the progress of her students as they accepted responsibility for their behavior and learning. (SV)

Current research on the basic characteristics of Attention-Deficit Hyperactivity Disorder (childhood hyperactivity) is reviewed, and a critique of the most recent classification system is given. The current definition ignores important distinctions among the attention deficit disorders. Primary symptoms and associated adjustment problems are…

Three studies are presented, which illustrate situations in which researchers and funders agreed on the primacy of either the experimental or pragmatic paradigms but acknowledged a role for the other. The studies involved evaluations of mental health care, information systems, and a curriculum for behavioral and academic dysfunction. (SLD)

A review of the literature on biological and environmental effects of cocaine use suggests that the classification of infants and young children as prenatally cocaine exposed is neither descriptive nor predictive of behavior. The classification of behavior rather than labeling of the child is encouraged, as are partnerships with families of…

A follow-up study was conducted of 87 former residents of a British school for maladjusted students. The study showed that those students who were not rejected by the therapeutic community and who received the support of parents and others were likely to be effective in adjusting to life outside the therapeutic community. (JDD)

Children with fetal alcohol syndrome may exhibit hyperactivity, hypersensitivity to touch, attention deficit disorder, stimulus overload, or an overtrusting nature. Educational strategies include consistent routines, multisensory cues to prompt memory, problem-solving training to recognize options, and emphasis on social skills and daily living…

This study examined potential conflicts between expectations of receiving teachers in community schools and the behaviors of elementary students moving from a psychiatric treatment facility. Students had been using the AIMS (Assessments for Integration into Mainstream Settings) system. Potential conflicts in the areas of adaptability,…

Examines child and family risk factors and behavioral indexes of youths with emotional and behavioral disorders to determine critical factors that predicted the restrictiveness of their educational placements. Discusses findings in the context of system of care efforts to reform service system response to youth with special-education and…

This study evaluated a positive peer-reporting procedure on positive and negative peer interactions, peer acceptance ratings, and the daily problem behaviors of a 15-year-old boy with multiple behavior and social problems. Results suggested the procedure was effective in all three domains. Data collection and use is discussed in terms of a Level…