Epidemiologic research suggests a gap between prevalence estimates of students with emotional or behavioral problems and the actual number of students identified under the federal category of emotional disturbance (ED). To better understand issues related to the identification gap, we investigated the academic and behavioral functioning,…

In the SEND Code of Practice, the area of Communication and Interaction includes children and young people with speech, language, and communication needs (SLCN). These children and young people may have difficulty with one, some or all of the different aspects of speech, language or social communication that may vary across development. This…

The multi-tiered system of supports (MTSS) design provides academic and behavioral support for students. Children with emotional behavior disorders need these interventions and support to develop management skills. Students identified with the emotional, behavioral disorder (EBD) or with being emotionally disturbed (ED) could have a range of…

Peer mentors in learning communities for first-year students aid new students in their transition to college. However, little is known about how these peer mentors address concerning student behaviors, particularly those that may suggest a psychiatric/psychological disability. This research addressed the issue by asking peer mentors how they were…

In schools, screening is an effective method to identify students at-risk for emotional and behavioural disorders. Several intervention programmes such as Positive Behaviour Interventions and Supports, Response to Intervention, and Multi-tiered Systems of Supports call for the use of psychometrically sound screening instruments. This study…

The purpose of this study was to look at teachers' perceptions of challenging behaviors in the classroom, including students who had emotional or behavioral disorders and students who were at-risk for developing these problems. In the format of the survey, teachers were asked to consider the behaviors of their students in respect to gender. For…

Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

The "No Child Left Behind Act" mandates that teachers employ evidence-based practices (EBPs) in the classroom in order to improve student performance. For students with emotional and behavioral disorders (EBD) to be successful, particularly in inclusive settings, the most salient practices would probably be those promoting classroom organization…

Children with emotional and behavioural disorders (EBD) vary in many respects. In school, specific conditions have to be fulfilled in order to deal adequately with EBD. This study addresses the question how mainstream primary schools design different instructional situations to support pupils with EBD in practice, and how this design could be…

Children and youth exhibiting serious emotional, behavioral, and interpersonal problems create substantial challenges for schools, teachers, their parents, and other students. Stu-dents having these characteristics are often underserved or unserved by educational and mental health systems in the United States. Recent prevalence rates for children…

Objective: There is a dearth of cross-cultural research on hyperactivity. This article aims to quantify the prevalence of hyperactivity in schoolboys residing in an Arab/Islamic country, Oman. Method: 1,502 Omani schoolboys from eight randomly selected schools representing the urban population of Oman were screened for various indices of…

Responding to disruptive or troubled pupils with emotional and behavioural difficulties (EBD) remains a highly topical issue. The challenges these children present relate to wider issues of continuing political concern: the perceived declining discipline in schools; school and social exclusion; the limits to inclusion for children with special…

This resource provides general education teachers with a solid understanding of Attention Deficit Hyperactivity Disorder (ADHD), detailed descriptions of how it manifests in preschool and the primary grades, and research-based approaches for designing and adapting instruction to meet the needs of all young children. Together, the authors offer…

This book is written for undergraduate and graduate students in both general and special education, who are being trained to teach students with behavior disorders, mild mental retardation, and learning disabilities. The book's purpose is to provide a comprehensive overview of educational practices that influence the identification, placement, and…

This text presents 13 chapters on the assessment of students with emotional and/or behavioral disorders for the purpose of making educational placement and programming decisions consistent with federal and state diagnostic guidelines. Chapters are grouped into four sections focusing on: basic considerations for assessment of youth in this…