This monograph discusses development and implementation of positive behavioral intervention plans with students who have emotional and/or behavioral disorders. It focuses on four steps of a 10-step methodology using functional behavioral assessment and intervention. Emphasis is on the use of positive behavioral intervention plans and supports as…

This paper evaluates two locally driven, school-based programs in Illinois that use a system of care approach to provide services for children and adolescents with, or who are at risk for, developing emotional or behavioral disturbances. These sites included a mental health early intervention pilot program in an elementary school setting, and a…

This practicum involved development and implementation of an inservice training workshop on behavior management in the high school setting. Participants were five teachers with students who exhibited challenging behaviors. Prior to the workshop, a needs assessment was conducted which found that the school had a high rate of referral and placement…

This paper briefly discusses the uses of literary and professional texts in exceptional children teacher education and then reports on two studies examining the effects of literary texts on changing attitudes of prospective teachers toward children with disabilities. In the first study, an experimental section of an introductory course in teaching…

This guide offers assessment and intervention guidelines for the Connecticut Birth to Three system concerning the emotional and psychological well-being of infants and toddlers in the system. Emphasis is on infants and toddlers who exhibit symptoms of traumatic stress disorder, depression or other affective disorders, regulatory disorders, sleep…

This final report discusses the outcomes of the Family Connections Research and Demonstration Project, a project funded by the Oregon Center for Mental Health Services to study the effectiveness of an intervention designed to address the major problems related to services initiation and continuance within the children's mental health system. The…

This study of a Kansas program, Project BRIDGE (Building Relationships Is Definitely Good Education), examined the relationship of a parent liaison contact with families of students with emotional disabilities and the students' classroom behavior and academic achievement. Parent liaison logs of 25 students attending a special day school program…

This report describes the implementation and first 6 months of data collection of the required performance outcome measures for children receiving mental health services in Florida, as required under Florida's 1994 Government Performance and Accountability Act. This summary is of data received from August 1996 to January 1997 and includes data for…

This study describes preliminary research efforts to examine the validity and utility of three Spanish versions of the Child Behavior Checklist (CBCL), the most extensively used and researched rating scale of children's internalizing and externalizing emotions. The study involved: (1) identification of Spanish items that were significantly…

In Rhode Island, an extensive study of the service delivery process affecting children in residential treatment reaffirmed the mounting criticism of inadequacy and limitations of existing programs. The findings played a part in the creation of a centralized state program for such services. (DP)

Critically reviewed and evaluated are approximately 19 behavior-rating scales that have been developed to assess elementary and secondary school children's overt classroom behaviors. (MC)

A case study is reported of a 13 year old school-phobic girl successfully treated by her parents with instrumental behavior-shaping treatment procedures. (Author)

Members of the Pacific Coast College Health Association were asked about their policies for evaluating and restricting the attendance of severely disturbed students who will not cooperate with mental health intervention measures. Policies show little conformity; the need for clearer procedures is stressed. (Authors/PP)

Presents guidelines for dealing with emotionally disturbed students on campus, illustrated by appropriate legal cases. Administrators and counselors must decide if the student poses a threat and may have the responsibility to warn a forseeable victim. Admissions and readmissions policies are also discussed in light of legal requirements. (JAC)