Summarizes the design and effects of a group therapy project using videotape feedback with seriously disturbed adolescents. Offers anecdotal evidence that the feedback facilitated the correction of the participants' distorted body images, low self-esteem, lack of capacity for self-observation, and poor peer relationships. (SS)

This study employed psychotherapy to influence attitudes of families with a child in a school for the emotionally disturbed. The results indicated that family therapy improved the classroom behavior of the children as well as behavior observed by their parents at home. (Author)

This study determined the effects of using structured learning techniques to train lower socioeconomic emotionally disturbed children and adolescents (N=40) in verbal behaviors. Posttraining results indicated significant effects for the experimental treatment on subject acquisition of interview initiation and interview responsibility. (Author)

The authors discuss the need for alternative techniques in mental health programs in the schools in both prevention and intervention, review findings on the effectiveness of preschool programs, and present a rationale for school-based prevention programs using non-professional personnel and a multi-disciplinary approach. (IM)

Immediate echolalia (repeating what someone has just said) was studied in a series of replicated single-subject designs across six schizophrenic and five normal children (all ranging in age from 2 to 15 years). (Author/SBH)

Presents an overview of current forces impinging on the field of emotional and behavioral disorders (EBD) and offers some recommendations for actions. It identifies expanding social risk factors and notes unsympathetic public policy. Issues in educational programming are addressed in the areas of curriculum, placement, efficacy, and personnel. An…

Examines whether the criterion-related validity of the Devereux Behavior Rating Scales--School Form (DSF) can be generalized to racial/ethnic subpopulations. Results based on 267 children support the DSF's utility in screening for serious emotional disturbance. Findings suggest its criterion related validity are generalizable to Caucasian, African…

A study of 54 Salvadoran children (age 12), born in the Salvadoran Civil War, found the personal/social impact of the war was more important than family togetherness or war intensity in determining the mental health of the children. Children's intelligence was highly related to surviving with greater mental health. (Author/CR)

This study compared perceptions of staff in self-contained programs and mainstreamed programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training. Well-established self-contained programs were perceived as superior to relatively new mainstream programs in…

Problems in early identification of children with emotional or behavioral disorders in current systems of care are discussed along with current methods for early screening. Use of early detection and ongoing assessment of response as a basis for more focused intervention is suggested. Primary and secondary prevention issues are also discussed.…

This article describes an Australian alternative specialized day and residential program called Hopetown School for older students with emotional or behavior disorders. The movement toward the inclusion of students with disabilities in general education to the fullest extent possible and the difficulty in including students with severe emotional…

The articles of this special issue report on studies of the outcomes of treatment of adolescent anorexia nervosa. These studies leave no doubt about the mortality risk and debilitating nature of chronic anorexia nervosa, but they do suggest that the prognosis, given expert treatment, is favorable for the most part. (SLD)

Six kindergartners with or at risk for emotional disturbance and reading deficits received a supplementary reading intervention over seven months. After instruction, participants outperformed six control at-risk and six norm-referencing students without disabilities on curriculum-based measures assessing early phonemic awareness and basic reading…

A study involving elementary students with (n=336) and without (n=548) emotional disturbance (ED) found students with ED exceeded controls on the five ED characteristics stated in the Individuals with Disabilities Education Act, which are inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical…