Following traumatic deaths children may develop Childhood Traumatic Grief (CTG), a condition in which trauma symptoms interfere with adaptive child grieving. Educators have an important role in supporting children who have CTG. Key contributions that educators can make are to (a) recognize CTG symptoms in school settings; (b) refer children for…

Anxiety disorders in youth are common and, if left untreated, can lead to a variety of negative sequelae. Randomized clinical trials have demonstrated that cognitive-behavioral therapy (CBT) is an efficacious treatment for anxiety disorders in youth with preliminary evidence showing that CBT can be successfully transported into schools. The…

Analogue to occupational noise-induced hearing loss, MP3-induced hearing loss may be evolving into a significant social and public health problem. To inform prevention strategies and interventions, this study investigated correlates of adolescents' risky MP3-player listening behavior primarily informed by protection motivation theory. We invited…

Summer camps are commonly implemented as a psychosocial intervention for children with chronic illnesses; however, there have been few published consumer (parent and child) satisfaction evaluations of summer camps. Such evaluations are important both for improving existing services for children and families, as well as to build an empirical…

Campus behavior management is important for ensuring classroom order and promoting positive academic outcomes. Previous studies have shown the importance of individual student and campus personnel characteristics and campus context for explaining campus discipline rates (e.g., rates of suspension and expulsion). Assessing campus discipline rates,…

School-wide Positive Behavior Support (SWPBS) programs integrate research-based practice within a three-tier approach of prevention and intervention to impact change within school systems. Research suggests positive changes in student outcomes with the implementation of SWPBS. Supported by social-ecological and behavioral theory, this longitudinal…

How do you help students who "act out" or "shut down" due to academic frustration or whose social and emotional issues keep them from achieving success in school? Based on Project ACHIEVE, a nationally recognized model of school effectiveness and continuous improvement program, this book shows you how. Educators will find a pragmatic,…

This research project investigated the possibility of School-Wide Positive Behavior Support (SWPBS) as a way to address racial/ethnic disproportionality in the Emotional Disturbance (ED) category. The sample consisted of 114 elementary schools from a suburban school district in the Mid-Atlantic region. There were 57 SWPBS schools and 57 non-SWPBS…

This study examined the relation between implementation of Positive Behavior Intervention and Supports (PBIS) and academic achievement in middle school math as measured by the Maryland State Assessment (MSA). In particular, the correlation of academic achievement in mathematics, grouped by PBIS implementation status to race, socioeconomic status…

Students with emotional and behavioral challenges are significantly impacted by mental health issues. Teachers and other school staff need mental health knowledge to work more effectively with these students. Collaboration with mental health professionals and sharing of information is essential. [For complete volume, see ED539318.]

Volumes 22 and 23 of "Advances in Special Education" address the current top perspectives and issues in the field of EBD by providing chapters written by active researchers and scholarly university professors who specialize in this area. Volume 22 first delineates legal issues, themes, and dimensions related to the historical development…

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment…

The treatment of Attention Deficit Hyperactivity Disorder is a matter of ongoing research and debate, with considerable data supporting both psychopharmacological and behavioral approaches. Researchers continue to search for new interventions to be used in conjunction with or in place of the more traditional approaches. These interventions run the…

With the need for rapid school reform amid changes in socioeconomic and political situations, evidence abounds that today's school principals operate in a stress-strained environment. Participants of this study identified at least a form of stress on the job. More than 96% claimed to have experienced work-related stress at a level they believed…

There are many key players in a functional school-university partnership. The purpose of this article is to provide insight into the establishment of roles within a school-university partnership charged with creating educational reform. Specific details are provided about three key change agents (the Wizard, the Warrior, and the Wagoner) who…