A Communication Opportunity Group Scheme, which develops formal language and thinking, has been successful in enhancing the performance of a wide range of pupils with and without disabilities. Evidence is presented to illustrate its successful use with 24 children with inappropriate behavior and limited social interaction. (Contains references.)…

This article describes factors found in mainstream schools in the United Kingdom where pupils with emotional and behavioral difficulties are successfully included. The article discusses these factors and draws on studies in the USA, England, and Scotland before offering implications for the development of inclusive practice in schools. (Contains…

States that a link exists between language disorders and emotional/behavioral disorders. Provides results of using Positive Peer Culture (PPC) treatment with 14- to 18-year-old males (N=130) incarcerated in a residential treatment center. Suggests that PPC may facilitate communication ability for incarcerated youth. (MKA)

This article highlights key features of Multisystemic Therapy (MST), a treatment designed to empower caregivers with the skills and resources needed to address behavioral problems and to teach coping skills to youth. The supervisory, consultation, and program practices that support therapist implementation of MST in community-based settings are…

This article provides a review and critical analysis of 11 service learning programs for children and adolescents with emotional/behavioral disorders. It identifies substantial limitations in program descriptions and evaluations but concludes that both students and teachers are extremely satisfied with service learning and students feel empowered…

Part one presents the case for school-based mental health services in terms of low utilization of community-based clinics and the high dropout rate among adolescents attending clinics. Part two discusses lessons learned from delivering psychotherapy services in mainstream and special schools to tackle mental health problems presented by troubled…

We trained parents to conduct functional analyses (n = 25) and functional communication training (n = 23) in home settings over a four-year period with 25 young children who had developmental and behavioural disorders. For 12 of the children, pre-treatment (baseline) probes and post-treatment stimulus condition probes were conducted to assess…

Few children can control adult emotions more effectively than passive-aggressive youngsters. Their passive lack of compliance can incite even trained professionals to employ ineffective punitive responses. These responses confirm for the child the unreasonable and hurtful nature of adults. In this Life Space Crisis Intervention, the child makes a…

We conducted three studies which examined the performance vs. skill acquisition model of social skills deficits. In Study 1, baseline social behaviors for a random sample of 12 boys with comorbid emotional and behavioral disorders (EBD), learning disabilities (LD), language delays, and Attention Deficit Hyperactivity Disorder (ADHD) revealed that…

Objective: To explore change in human immunodeficiency virus (HIV) risk among teens in outpatient treatment for substance use disorders (SUDs). Method: From December 2002 to August 2004, 50 adolescents (13-19 years) with major depressive disorder, conduct disorder, and one or more non-nicotine SUD completed the Teen Health Survey (THS) at the…

The purpose of the present case report was to evaluate the effects of an individual token economy with a young child with severe behavior disorders. Three behaviors were recorded; time to completion, the number of assignments completed, and the frequency of inappropriate behavior. These data were gathered for 30 minutes each morning. The overall…

The use of life space interviews (LSI) as a crisis intervention approach was examined with 28 elementary age behavior disordered students in a residential setting over a nine-month period. LSI effectiveness was not dependent upon the child's verbal skills or maturity. Children tended to seek crisis support rather than resist it. (JW)

A self-contained class for elementary-age students in England with emotional and behavioral problems is described, including admission and assessment, length of placement, social and educational contact with regular students, and parent-school interactions. Results of a follow-up study of the first 40 children admitted to the program are also…

A variety of approaches to preventing antisocial behavior in children have ranged from infant schools to residential treatment centers, from social training to psychological therapies, with evaluations that have typically been little more than testimonials to current fashions. By introducing experimental approaches to the study of intervention…

Results of follow-up studies conducted on 67 high-school students with behavior disorders (BD) who graduated in 1985 and 22 graduates with BD who graduated in 1993, after passage of the Individuals with Disabilities Education Act (IDEA), were compared to investigate the effects of transition requirements. The class of 1993 demonstrated better…