A group-administered interview was administered in 16 third- through sixth-grade classes (n=406) including 20 students with emotional and behavioral disorders (EBD). Although boys with EBD were assessed by peers as significantly higher in aggression and disruption and lower in cooperation than general education boys, they tended to associate with…

The Special Education and Treatment Program in Frederick County, Maryland, uses storytelling as a connection between reading and healing for elementary-age children with serious emotional disturbances. Increased academic and emotional development is achieved through interagency cooperation, curriculum compacting, academic follow-up, therapeutic…

This article describes children having emotional/behavioral disorders, presents data demonstrating the critical shortage of teachers for this population, discusses factors that contribute to this problem, and offers recommendations including giving teachers of these children an additional salary stipend and providing them the option of…

The visual event-related potentials and concurrently measured fixation times of 20 nonretarded autistic children (ages 5-15) were compared with those of normal children, "externalizers," and "internalizers." Autistic children had smaller P3 waves compared to normal controls. No intergroup differences were found in…

Discusses application of the Health Belief Model to the prevention of bulimia, describing each model component. The article considers the individual's beliefs about bulimia and bulimic-like behaviors as a means of predicting the likelihood of behavior change to prevent clinically diagnosable bulimia. (SM)

This review examines signs indicating a child is reacting to a former traumatogenic event. Posttraumatic stress disorder, as defined in the Diagnostic and Statistical Manual-III, Revised, can result when children are refugees, children of war, immigrants, migrants from a different environment, or when children have experienced a major trauma.…

A modified time sampling procedure that measured behavioral rate and duration was used to record stereotypic and on-task responding in 11 students (ages 11-17) with severe emotional and behavioral disturbances. For both types of behavior, response duration exhibited less variability than response rate, and noncorrespondence between the two…

The appropriateness of the Aberrant Behavior Checklist (ABC) was investigated with 199 youngsters with dual diagnosis of mental retardation and psychiatric disturbance. With some cautions, the ABC is recommended, based on the robustness of its factor structure, clinically meaningfulness of the subscale scores, and internal consistency of the…

The Behavior Evaluation Scale-2 was designed to identify students in grades K-12 with behavior disorders/emotional disturbance. It measures five dimensions: learning problems, interpersonal difficulties, inappropriate behavior, unhappiness/depression, and physical symptoms/fears. This paper describes the instrument's administration, summation of…

Offers advice to parents of children with eating disorders, focusing on the warning signs of anorexia nervosa and bulimia nervosa. Suggestions for parents who think their children have eating disorders are provided. Parents are encouraged to be positive role models and be sensitive to stress. (SM)

Presents in-depth case study of preadolescent boy who showed most dramatic holistic changes in his construction of reality over 2.5 years spent in experimental Life-Impact Curriculum at residential center. Discusses need to empower children who have been victims of physical and sexual abuse. (NB)

Describes the "Check and Connect" model of monitoring in a secondary school environment. Students seen as at risk for dropping out of school were assigned a monitor who then built a trusting relationship with the student through which support was given and advocacy provided within the school environment. (MKA)

This article reviews what teachers can do to prevent aggressive behavior in students with emotional and behavioral disorders. It considers the dynamics of aggression, the role of the therapeutic teacher, creation of the positive classroom climate, functional assessment, and teaching alternative behaviors. (DB)

Describes survey of mental-health needs of young people in England and Wales considered for secure placement. Findings confirm that highly disturbed young people may present to a wide range of services, and that their mental-health needs are neither well recognized, widely understood, nor adequately met. (Author/JDM)

Outlines what developmentalists can do with genes associated with behavioral dimensions and disorders once they are found. Suggests that genes can be used to answer questions about developmental continuities, psychopathological patterns such as heterogeneity and comoribidty, and environmental-risk mechanisms informed by studies of gene/environment…