Assessment of behavior disorders and emotional disturbances in children is difficult to achieve because a generally recognized classification system does not exist, definitions of emotional disturbance are not clear, incidence figures vary, and many hypotheses are available. A multidimensional approach to assessment is recommended. (Author/CP)

A neuropsychological assessment stressing lateralized perceptual-motor and cogntive abilities was administered in two groups of hospitalized psychiatric patients (8 to 17 years old), 25 schizophrenics, and 25 nonpsychotics. The results supported the hypothesis that there may be left hemisphere dysfunction in schizophrenia; however, no single…

The Missouri Children's Picture Series, a nonverbal objective personality test, was administered to 119 normal elementary children and 77 institutionalized aggressive adolescents. Several of the test scales, particularly the aggression and maturity scales, differentiated significantly between the groups. IQ related to test scores only for the…

Analyzed the WISC-R verbal-performance, full scale IQ, verbal IQ, and performance IQ scatter indices of verified special education students. Results indicated none of these measures discriminated among emotionally disturbed, learning disabled, minimally brain injured, and educable mentally retarded children. (Author)

Current literature on hyperactivity stresses the central role of short attention, distractibility, and impulsivity in contributing to the child's behavioral and learning difficulties. Journal availability: American Medical Association, 535 North Dearborn Street, Chicago, Illinois 60610. (Author)

To evaluate a parent training program for parents of children (4-12 years old) with behavior problems based on behavior modification principles, treatment termination outcome data were obtained for 22 families, and follow-up data were collected on 14 of these families 3 and 8 months after treatment. (Author)

A study compared moral reasoning patterns of 17 violent children (ages 10-13) with emotional and behavioral disorders and their aggressive parents to matched controls. When presented with family and peer violence scenarios, the violent children and parents referred more to rules prohibiting provocation rather than to rules prohibiting physical…

Describes two programs that demonstrate agency collaboration in the transition of students with emotional or behavioral problems from special day-treatment facilities to their home schools. It describes how each program prepares for transition through assessment of student readiness, teaching students coping skills, developing transition plans,…

Comparability of the embedded and stand-alone versions of the Keane Postraumatic Stress Disorder Scale (T. Keane and others, 1984) of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2) was supported in a study with 123 Vietnam veterans, 68 of whom were diagnosed with posttraumatic stress disorder (PTSD). (SLD)

A study measured the general attitudes toward disability of 337 students, 49 academic staff, and 21 administrative staff in a small Australian university. Attitudes toward disability were more positive than the general population; however, this did not translate into positive concrete support for university students with emotional disabilities.…

Four moral imperatives for professionals working with children with emotional/behavioral disabilities are discussed: students have a right to a safe and appropriate education; an array of services is necessary; lack of knowledge exceeds understanding of behavior/emotional conditions; and what is done is as important as how it is done. (CR)

This report describes implementation of the Combined Classroom Model to serve 28 students, including 3 with emotional/behavioral disorders (EBD) and 6 with learning disabilities. Staff included a general education teacher, a resource teacher, and three teaching assistants. Evaluation data indicated reduced problem behavior by EBD students and…

This article examines the provision of effective services for students with emotional or behavioral disorders and recommends a broad spectrum of individualized interventions. A theoretical framework is provided and specific components to be included in an effective behavior change plan are described. A sample individualized education program is…