Behavioral Disorders

Although students with or at risk for emotional disturbance present significant academic challenges, few researchers have studied the outcomes of interventions designed to improve the reading skills of this population. In this study we assessed the outcomes of a supplemental daily Direct Instruction reading curriculum, Reading Mastery I., and fluency building program, Great Leaps, on the reading skills of students at risk for emotional disturbance and reading deficits. Over a period of 7 months, 6 students received a supplementary reading intervention and 12 students (6 control at-risk and 6 norm-referencing students without disabilities) received their regular classroom instruction. Curriculum-based measures assessing early phonemic awareness and basic reading skills (i.e., letter sounds, blends, and high-frequency sight words) were collected biweekly to assess student performance. The results of this study revealed that at-risk students receiving the Direct Instruction curriculum ...

This study investigated the effectiveness of group training of the reforming parenting styles based on mothers`maladjustment schemas on improving behavioral problems among preschool children in Isfahan city. The study was a semi-experimental research (pre-test and post-test) with a control group. Its statistical populations include all mothers whose children suffer from behavioral disorders in Isfahan city. For this purpose, based 40 people from among the mothers whose children had the sign of behavioral disorders were selected based on convenient sampling and were categorized into two experimental and control groups. Rutter`s child behavior questionnaire was used for data collection. 8 sessions of reforming the parenting styles based on reforming maladjustment schemas were hold for the experimental group while the control group received no specific training. To analyze the data, by the use of the mean and standard deviation of data and also multivariate covariance, the research hypotheses have been analyzed. Therefore, based on the total results of the general research, it can be concluded that reforming parenting style based on mother`s maladjustment schemas on improving has a significant effect in the reduction of behavioral disorders of their child (p<0.05) and can be applied as an effective intervention method.

Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses to them; identify and refute negative attitudes toward special education, especially for students with EBD; examine the evidence for false identification; and suggest how research on identification of EBD might be done. Conclusions and recommendations are provided.

Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral disorders (EBD). Teachers who work with students with EBD have traditionally relied on externally applied behavioral techniques to manage aggressive behavior, but researchers more recently have studied interventions that use traditional behavioral principles of behavior change along with cognitive components to increase student self-regulation, prevent or ameliorate aggressive behavior patterns, and increase constructive social interactions and long-term behavioral change. With this in mind, we examine aggression from a contextual social cognitive perspective, describe the cognitive-behavioral approach to intervention, provide examples of c...

This document, from the Council for Exceptional Children, Division of Emotional and Behavioral Health (DEBH), provides clear and compelling support for the abolishment of solitary confinement with incarcerated youth and young adults in juvenile and adult correctional facilities. This is the first position statement from DEBH on the topic, and the information includes (a) a definition of solitary confinement, (b) discussion of its use, (c) an explanation of the impacts of solitary confinement on youth, (d) identification of systemic issues that perpetuate the use of solitary confinement, (e) an examination of U.S. laws concerning the use of solitary confinement, (f) a declaration of principles, and (g) recommendations for policy and practice.

ABSTRACT: Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and ...

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed the body of research for the nature of participants, settings, interventionists, interventions, and alignment with Common Core State Standards. Despite limitations with the body of research, the results of the review indicate a number of promising practices exist for secondary students with EBD in mathematics, including: (a) peer-mediated approaches, (b) interventions that address academic performance as well as behavior, (d) use of technology, and (e) use of strategy instruction to support conceptual understanding. Implications for research and practice are provided. • The need for effective mathematics instruc-tion for all students in the U...

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students&#39; needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple base- line, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline andposti ntervention phases Rates ofparaprofessionalfacilita- tive behavior increased following the intervention. Additionally, rates of student interaction in- creased immediately and dramatically and were maintained through the maintenance probe.

Level systems are a common tool used to manage students with emotional and behavioral disorders. To date, we have little research to support the efficacy of using level systems, and further, certain components of level systems may be in violation of laws protecting children and youth with disabilities. This article addresses three areas of legal concerns regarding the use of level systems, all of which pertain to a failure to individualize the program: restricted access to the least restrictive environment, curricular concerns, and procedural concerns. In addition, a decision-making model is described that will guide school personnel in designing individualized level systems which will most likely meet the mandates of the law.

We have developed a system for automatic facial expression recognition running on Google Glass, delivering real-time social cues to children with Autism Spectrum Disorder (ASD). The system includes multiple mechanisms to engage children and their parents, who administer this technology within the home. We completed an at-home design trial with 14 families that used the learning aid over a 3-month period. We found that children with ASD generally respond well to wearing the system at home and opt for the most expressive feedback choice. We further evaluated app usage, facial engagement, and model accuracy. We found that the device can act as a powerful training aid when used periodically in the home, that interactive video content from wearable therapy sessions should be augmented with sufficient context about the content to produce long-term engagement, and that the design of wearable systems for children with ASD should be heavily dependent on the functioning level of the child. We contribute general design implications for developing wearable aids used by children with ASD and other behavioral disorders as well as their parents during at-home parent-administered therapy sessions.

Recent public and professional policy commitments have stimulated programs for early detection and classification of childhood maladjustment. Many of these programs draw behavioral observation information from classroom teachers working with children at preschool levels. Inasmuch as it may be suspected that preschool children would display patterns of maladjustment somewhat different from those associated with later childhood and adolescence, it is important to determine whether and how such differences are manifest. To this end, 173 children from a general kindergarten population were observed and rated by teachers using the Bristol Social Adjustment Guides. Principal-components factor analysis with varimax rotation extracted three dimensions of maladaptivity (i.e., general overreaction, socioemotional constriction, and unforthcomingness). Whereas the former dimensions are commonly manifested among children at all age levels, unforthcomingness is considered uniquely reflective of c...

Youth who are incarcerated in secure detention and commitment settings display a complex array of educational, behavioral, and mental health issues that affect the services they require, as well as their responsiveness to interventions. Yet, seldom are these needs understood or taken into account when providing services in secure care settings. In this article, research documenting what is known regarding the characteristics of incarcerated youth is summarized. Current research on the use of evidence-based interventions and services for youth in secure settings is reviewed next. Finally, the limitations of existing research and practice and the use of response to intervention (Rtl) for linking youth characteristics to research-based strategies are discussed.

Background-aim: In this study; it is aimed to evaluate the destructive behavioral disorders in children between the age of 6-18 years old who applied to various family health centers in Ankara. Method: The study was conducted as a cross-sectional study including 674 children and 337 parents who applied to family health centers in 4 different districts in Ankara. It is organized according to STROBE criteria. Results: 54.4% of the children were boys and 45.6% were girls. In children, attention deficithyperactivity disorder was found to be 9.9%, oppositional defiant disorder was 9.9% and behaviour disorder was 3.0%. Compared to married couples, attention deficit hyperactivity disorder was significantly more prevalent in children of divorced parents. Behaviour disorder was found to be significantly higher in families with low income. Diagnosis of attention deficit-hyperactivity was higher in boys than girls. Children with chronic illnesses and history of major accident ,poisoning or severe febrile disease had a significantly higher incidence of oppositional defiant disorder than healthy children and children who do not have any history. Conclusion: Primary health care institutions have a strategic position in recognizing childhood mental/ behavioral disorders, it is important to increase the number of studies related to the subject in terms of protecting the social mental health.

Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design, implementation, and assessment. In this article, we describe a systematic approach to designing, implementing, and evaluating function-based interventions that was developed by Umbreit, Ferro, Liaupsin, and Lane (2007) and was implemented using a collaborative process with the teacher as the primary interventionist and assessor. Second, we document two experiments conducted using this systematic approach. Results of both withdrawal designs revealed a functional relation between the intervention procedures and the dependent variables. Further, both interventions were rated as socially valid by the teacher and students. Implications for educational practices are discussed.

Abstract: Two studies evaluated effects of First Step to Success, a collaborative home and school early intervention program designed for kindergartners who show signs of emerging antisocial behavior. Two sets of 5-year-old male twins were the subjects of the 4-year ...

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability. Qualitative analyses were used to assess perceptions of the most important factors related to sustainability. Thematic analysis produced 13 themes regarding enablers and/or barriers. The most commonly cited enablers were staff buy-in, school administrator support, and consistency. The most commonly cited barriers were staff buy-in, resources: time, and resources: money. Results are discussed in terms of enhancing durability of evidence-based practices in schools.

Abstract 1. Assessed the effects of social skill training using a structured learning model on the behavior of 3 male children (aged 7–14 yrs) with behavioral disorders. The acquisition, maintenance, and generalization of target skills were measured across an entire school ...

ABSTRACT: Youth strengths are as important to consider as deficits in understanding developmental outcomes and thus are an important component of psychoeducational assessment. Latino/as are understudied with regard to strength-based constructs, although cultural and ...

Behavioral disturbances belong to the core symptoms of dementia and are also common in mild cognitive impairment (MCI). The identification of sets of symptoms is clinically interesting, as interventions targeting syndromes may be more effective than the management of individual symptoms. This study aimed to identify, describe, measure, and compare the fundamental behavioral syndromes that underlie the observed behavioral symptoms in MCI and Alzheimer&#39;s disease (AD). A cross-sectional analysis of baseline data from a prospective, longitudinal study on behavioral symptoms in MCI and dementia was performed. The study population consisted of 270 MCI and 402 AD patients. Behavioral assessment was performed by means of Middelheim Frontality Score (MFS), Behave-AD, Cohen-Mansfield Agitation Inventory (CMAI), and Cornell Scale for Depression in Dementia (CSDD). Principal components factor analysis with Direct Oblimin rotation was carried out on the MFS score ≥5, seven cluster scores of ...

The participants in Santa Barbara County&#39;s Multiagency Integrated System of Care (MISC) have serious emotional or behavioral disorders that require collaboration among family members, health and safety-net agencies, education, and community-based organizations. This investigation compares the characteristics of students referred to school-administered special education services due to emotional or behavioral disorders (E/BD) prior to initial opening into the system of care and those identified as having E/BD after the initial opening into MISC. At the time this study was conducted, serious emotional disturbance (SED) was the term use in California; however, to reflect current terminology the term E/BD is used throughout this article. The purpose of this study was to (a) investigate the influences of cross-agency coordinated service delivery on the frequency of special education eligibility both locally and statewide (California); (b) examine the psychosocial histories, presentin...

This article provides a methodological illustration of how to conduct scientifically rigorous secondary interventions within the context of three-tiered models of support. Specifically, the authors demonstrate one approach for using schoolwide data to identify middle school students (N = 65) with both academic and behavioral concerns. Then, they describe how to conduct a group design treatment outcome study that compares two interventions (study skills [n = 34] versus study skills plus conflict resolution [n = 31]). Finally, they discuss features of this study that adhere to the core quality indicators recommended by Gersten et al. (2005) and provide recommendations for conducting scientifically rigorous secondary investigations within the context of three-tiered models of support.

Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to determine if these students were benefiting from placement in their respective settings. Progress was assessed using behavior rating scales, standardized measures, curriculum-based measures, and school record data. Results revealed limited academic improvement in either setting with no significant differences between groups on any of the standardized or curriculum-based measures, with the exception of written expression. In addition, there was limited progress in the behavioral and social domains. There were no significant differences in the progress of students in either setting in social skills, externalizing behavior, and disciplinary cont...

We report findings of a validity study comparing two screening tools: the Student Risk Screening Scale–Internalizing and Externalizing (SRSS-IE) and the Social Skills Improvement System–Performance Screening Guide (SSiS-PSG; Elliott &amp; Gresham, 2007). Participants were 1,680 kindergarten through sixth-grade elementary students from three schools in a northeastern state. Correlation coefficients indicated statistically significant, inverse relationships between SRSS-IE scores and Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills subscale scores of the SSiS-PSG. Test–retest stability analyses suggested SRSS-IE and SSiS-PSG scores were stable between fall and spring administrations (p &lt; .0001). Educational implications, limitations, and future directions are offered.

The importance of practitioner participation in identifying and maintaining use of best educational practice is well established; however, little is known about the ways in which practitioners contribute to the development and dissemination of those practices within the field of emotional or behavioral disorders (EBD). This review examines patterns oif authorship affiliation across journals with a primary audience of direct service providers working with students with EBD published from January 2000 through December 2010. Authors associated with institutions of higher education represented 79.8% (n = 2590) of affiliations, with practitioners comprising only 5.1% (n = 164) of all listed affiliations. Practitioners were most likely to be authors or coauthors on informative articles or reports. The implications of these findings for policy and practice are discussed.

Despite widespread treatment success in clinical settings, anxiety disorders are rarely targeted for intervention in students with emotional or behavioral disorders (EBD) who exhibit them. This study examined the effects of a school-based anxiety intervention on the performance of 3 students attending school in a self-contained EBD setting. Using a single-subject, multiple-baseline design across students, this study examined changes in anxiety, maladaptive behavior, and academic engagement as functions of participation in the cognitive-behavioral anxiety intervention, FRIENDS for Life. All 3 participants showed improvement across all measures. Implications for the implementation of a school-based intervention for EBD students who experience high degrees of anxiety, as well as study limitations and directions for future research, are discussed.

This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding disproportionality in special education and the need for federal policy driving state regulations to support efforts to eliminate this outcome in schools. CCBD is committed to advancing knowledge, effective instruction, and advocacy for students with emotional and behavioral disabilities, a special education population particularly vulnerable to disproportionate practices. Monitoring requirements in the 1997 and 2004 amendments to the Individuals with Disabilities Education Act (IDEA) acknowledged the extent of racial and ethnic disproportionality in special education, especially when Congress designated this concern among the top three priority areas for monitoring and enforcement in IDEA 2004. However, federal interpretations of the 2004 requirements by the US Department of Education have created confusion at the State (SEA) and Local Education Agency (LEA) levels. ...