The fourth edition of the Wechsler Adult Intelligence Scale (WAIS-IV) is a revised and substantially updated version of its predecessor. The purposes of this research were to determine the constructs measured by the test and the consistency of measurement across large normative and clinical samples. Competing higher order WAIS-IV four- and…

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

For students with Emotional/Behavioral Disabilities (EBD), negative student outcomes are the poorest across disability categories, including high rates of school dropouts, unemployment and incarcerations. Mathematically, students with EBD receiving instruction in special education settings experience practices not consistent with recommendations…

The authors present an interview with Dr. Norris Haring, University of Washington, USA, professor emeritus and founding director of the Experimental Education Center on Human Development and Disability. They report on the profound impact Dr. Haring has had on the field of educating children with disabilities. Dr. Haring was the founding president…

In this article, we reviewed social validity in single-case research studies that focused on interventions for students who have either been identified as having, or as at-risk for emotional and behavioral disorders. This review focused on studies from four peer-reviewed journals known to publish single-case research with this population: the…

Exploratory structural equation modeling (SEM) was applied to a multiple indicator (26 individual symptom ratings) by multitrait (ADHD-IN, ADHD-HI and ODD factors) by multiple source (mothers, fathers and teachers) model to test the invariance, convergent and discriminant validity of the Child and Adolescent Disruptive Behavior Inventory with 872…

This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing…

With this issue, the Council for Children with Behavioral Disorders marks 35 years of publishing "Behavioral Disorders". The journal has chronicled an historic time in the field of emotional/behavioral disorders (EBD) with its first volume appearing around the passage of P.L. 94-142 and maturing into the lead journal in the field representing…

Individuals with autism often show a fragmented way of perceiving their environment, suggesting a disorder of information integration, possibly due to disrupted communication between brain areas. We investigated thirteen individuals with high-functioning autism (HFA) and thirteen healthy controls using the metastable motion quartet, a stimulus…

Stalking behavior among some students with Autism Spectrum Disorders (ASDs) is of concern both for the individual being stalked as well as the student with ASDs. This manuscript reviews effective interventions based upon functional assessment and appropriate positive behavior supports. Specific interventions for addressing staking behavior by…

This study examined the psychometric properties of the Conduct Problems Risk Screen (CPRS), a seven-item screen derived from DSM-IV-TR criteria that can be completed by parents or teachers. The sample consisted of 4,752 Australian five- to nine-year-old primary school children. The results showed the parent and teacher screens had very good…

To examine the key factors that lead to effective implementation of school-wide behavior interventions, this study examined the extent to which school-wide behavior interventions were implemented in four Hong Kong schools. The study also explored Hong Kong teachers' beliefs about behavioral and social skill programs for secondary students with…

The purpose of this paper is to discuss how issues of effectiveness and efficiency are considered most logically in the field of education. More specifically, the focus is on the importance of these issues as they pertain to teaching, instruction, and management strategies for students with emotional and behavioral disorders (E/BD). The driving…

The First Step to Success early intervention program (Walker, 1998) is a secondary prevention intervention that targets primary grade children with moderate or emerging behavior disorders. While the effectiveness of the First Step to Success early intervention program has been documented repeatedly (see Loman, Rodriguez, & Horner, 2010; Walker…

Pediatric Autoimmune Neuropsychiatric Disorders associated with Streptococcal infection (PANDAS) is a unique constellation of signs and symptoms that exist in a subset of children with rapid onset or exacerbation of obsessive-compulsive disorder (OCD) and/or tic disorders due to an initial autoimmune reaction to a Group A Beta Hemolytic…