Students with mental health needs, behavioral support needs, and/or emotional disturbance can engage in internalizing behaviors, externalizing behaviors, or both. Preservice and induction phase elementary general education teachers are reported to have limited education in providing evidence-based behavior management strategies, especially for…

This study is a preliminary examination of the reliability of frequent retrospective teacher behavior ratings. Frequent retrospective behavior ratings are an approach for creating scales that can be used to monitor individual behavioral progress. In this study, the approach is used to progress monitor behavioral individualized education plan goals…

The study investigated possible relationships between lead levels and behavioral problems in 55 elementary schoolchildren (26 with behavior problems and 29 controls). The group of behavior problem children had significantly higher hair lead levels. (Author/SB)

A study involving elementary students with (n=336) and without (n=548) emotional disturbance (ED) found students with ED exceeded controls on the five ED characteristics stated in the Individuals with Disabilities Education Act, which are inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical…

The ratings of 38 regular and special education elementary school teachers were compared to determine the extent to which they shared similar reactions to the disturbingness of four sets of behaviors exhibited by children. It was found that regular teachers rated the behaviors as significantly more disturbing than did the special education…

Analysis of scores for 70 nonhandicapped students (grades 1, 3, and 5) on the Teacher Checklist of School Behavior and a peer nomination sociometric scale revealed that Ss rated by teachers as having more frequent characteristics of emotional disturbance were likewise the students receiving the fewest nominations by peers. (CL)

Available from: Behavioral Disorders, Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. Methods of assessing specific programs as well as overall agency objectives are illustrated by evaluating the residential treatment program at Children's Village which serves boys (7 to 14 years old) with serious emotional…

This study investigated the effectiveness of cognitive-behavioral training in reducing angry behavior and aggression among three fourth-grade students in a multicategory resource room. Results indicated that students were able to learn the strategy and reduce undesirable behavior, maintaining decreased levels of anger and aggression over time.…

Selected procedures of instruction from Social Skills in the Classroom were applied to class related social behaviors of four elementary and intermediate level behavior disordered students. Improvement occurred in all targeted behaviors. Functional relationships between teaching strategies and changes in the targeted behavior were established in…

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

A 15-lesson social problem-solving training program was developed and implemented with 25 severely disturbed children (ages 7-12). Trained children generated significantly more alternative solutions at posttesting than did matched control youngsters. Gains in the overall number of solutions generated were not accompanied by improvement in the…

Comparison of 289 Canadian elementary students with behavioral or emotional difficulties with 363 Welsh students referred for social/emotional difficulties found similarities in the severity and frequency of acting-out or undercontrolled behaviors but significant differences in inhibited or overcontrolled behaviors, with Canadian teachers…

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

Examination of the effects of difficulty level of academic tasks on the behavior of 2 subjects (ages 9 and 12) with severe behavior disorders found that difficult tasks were generally associated with lower percentages of time-on-task and higher percentages of time engaged in disruptive behavior than were easy task conditions. (Author/DB)