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Direct linkTrach, Jessica; Lee, Matthew; Hymel, Shelley – Journal of Emotional and Behavioral Disorders, 2018
A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been…
Descriptors: Emotional Problems, Behavior Problems, Interpersonal Relationship, Group Dynamics
Download full textJanuary, Stacy-Ann A.; Lambert, Matthew C.; Epstein, Michael H.; Spooner, Mary; Gebreselassie, Tesfayi – Journal of Emotional and Behavioral Disorders, 2018
Community-based systems of care (SOC) provide a range of services to students with significant emotional and behavioral difficulties and their families. However, little is known about the educational characteristics and functioning of students at enrollment in SOC. The purpose of this study was to replicate and extend previous research by…
Descriptors: Predictor Variables, Elementary Secondary Education, Emotional Disturbances, Behavior Disorders
Peer reviewedSmucker, Karen Shelly; And Others – Journal of Emotional and Behavioral Disorders, 1996
School archival records and interviews with school personnel were used to obtain measures of the school-related problems of four groups of eight students: those receiving both foster care and special education for emotional/behavioral disorders (FCED), foster care only, special education only, or neither. The FCED group exhibited the most…
Descriptors: Behavior Disorders, Behavior Problems, Comparative Analysis, Elementary Secondary Education
Peer reviewedEpstein, Michael H.; Jayanthi, Madhavi; Dennis, Karl; Dennis, Kathy L.; Hardy, Ron; Fueyo, Vivian; And Others – Journal of Emotional and Behavioral Disorders, 1998
A study examined the educational performance of 56 children (ages 6-15) receiving services from an urban child care service agency that emphasized family preservation and reunification. Although the majority of participants were performing poorly in math, reading, and science, no relationships were found between school performance and family…
Descriptors: Academic Achievement, Elementary Secondary Education, Family Influence, Family Problems
Peer reviewedBuck, Glenn H.; And Others – Journal of Emotional and Behavioral Disorders, 1996
Special educators (n=576) were surveyed regarding homework-related communication problems. Problems reported as most problematic included unfavorable parental attitudes toward homework, poor communication between general and special educators, the roles of general and special educators in the homework process, and the lack of time for…
Descriptors: Communication Problems, Disabilities, Elementary Secondary Education, Homework
Peer reviewedFrey, Karin S.; Hirschstein, Miriam K.; Guzzo, Barbara A. – Journal of Emotional and Behavioral Disorders, 2000
This article describes a primary prevention program designed to deter aggression and promote social competence of children from preschool through Grade 9. The curriculum is organized around three areas of social-emotional competency: empathy, social problem-solving, and anger management. Instructional strategies and supportive school contexts are…
Descriptors: Aggression, Anger, Behavior Disorders, Curriculum Design
Peer reviewedFergusson, David M.; Lynskey, Michael T. – Journal of Emotional and Behavioral Disorders, 1998
Associations between parental and teacher reports of conduct problems at age eight and psychosocial outcomes at 18 were longitudinally examined with 1,265 New Zealand children. Overall, conduct problems at age eight predicted elevated rates of educational underachievement, juvenile offending, substance abuse/dependence, and mental health problems…
Descriptors: Adjustment (to Environment), Behavior Disorders, Behavior Problems, Children
