Estimates of the prevalence of alcohol dependence among Americans approach 14% (Read, Kahler, & Stevenson, 2001). Alcohol dependence was once considered among the most recalcitrant of problem behaviors, with only 20% to 30% attaining sustained abstinence (Hunt Barnett & Branch 1971). Although current definitions of treatment success now consider…

The Clinical Assessment of Behavior (CAB) is designed to assess both adaptive and problematic behaviors of children and adolescents from age 2 to 18 years. It can be individually or group administered, measures behaviors in different contexts, and includes both parent and teacher forms. The test was developed to be consistent with current…

One of the biggest challenges facing college instructors in the 21st century is classroom misbehavior. The authors propose that how one handles classroom incivility is a matter of personality type. One of the authors is an extrovert; the other an introvert. The authors discuss personality theory, general classroom management, how to identify…

Because of the increasing severity of adolescent problem behavior, evidence-based practices are becoming of interest as an alternative to traditional treatment with the behavior problems of adolescents in juvenile justice settings. Despite interest in evidence-based practices, questions exist regarding whether or not evidence-based intervention…

Relationship abuse is among the most challenging topics sexuality educators have to address in their classrooms. Due to the sensitive nature of the topic, it is important to allow time for content (which is to be provided in a subsequent session) as well as an exploration of one's own values and beliefs. This full-session activity is designed to…

Functional communication training (FCT) is an intervention frequently used for students with developmental disabilities to reduce problematic behaviors and to increase prosocial behaviors. This intervention appears to be very effective when the communication responses trained are matched to the function of the student's problematic behaviors. In…

Significant relations among language impairments, academic difficulties, and behavioral problems have been well established in previous research, primarily with impaired children or non-minority samples. However, how and why these three developmental domains tend to co-vary has received only limited attention. Preliminary research suggests that…

The effects of functional communication training on the generalized reduction of problem behavior with three 4- to 5-year-old children with autism and problem behavior were evaluated. Participants were assessed in primary teaching settings and in three secondary, generalization settings. Through baseline analysis, lower effort interventions in the…

A quantitative method for typing psychopathology of youngsters with mental retardation was assessed. Parents of 601 students in special educational placements rated them with the ABC. The sample was randomly divided into two subgroups. We used Ward's hierarchical method of cluster analysis and derived eight clusters in Subsample 1 and satisfactory…

Confirmatory factor analysis of 25 items on the Child and Adolescent Disruptive Behavior Inventory (CADBI, Version 2.3; G. L. Burns, T. K. Taylor, & J. C. Rusby, 2001) was conducted on teacher ratings of 824 kindergarten children and replicated on 534 children. Model fit was improved when correcting for 2 method effects: (a) adjacent items and…

Effective transition planning is of paramount importance in maximizing post school outcomes for students with disabilities. The purpose of this study is to examine data from the National Longitudinal Transition Study--2 regarding the transition planning for students with mental retardation. In addition, for comparison purposes, data on transition…

Throughout its evolution, school-wide positive behavior support (SWPBS) has explicitly promoted the perspective that it should involve all students in a given school setting. However, the literature on SWPBS has not always fully and clearly addressed the involvement of students with severe disabilities. This article will (a) briefly review the…

This paper provides results of a descriptive analysis of peer-reviewed, single subject design, intervention research on augmentative and alternative communication (AAC) for individuals with severe disabilities, from birth to 21 years, published in English between 1997 and 2003. A database of 40 studies was found that met seven specified criteria.…

Most directors of early learning programs have had to deal with children whose challenging behaviors are sources of frustration for teachers, other children, and parents of other children. Too often the assumption is made that a child who is aggressive, disruptive, and/or destructive must by definition have some combination of "an anger problem,"…

A model of conditional discrimination performance (Davison & Nevin, 1999) is combined with the notion that unmeasured attending to the sample and comparison stimuli, in the steady state and during disruption, depends on reinforcement in the same way as predicted for overt free-operant responding by behavioral momentum theory (Nevin & Grace, 2000).…