A therapeutic board game was devised in order to generate discussion and to dispute irrational thinking in 10 children (age 10) with behavior problems. The pupils responded positively to rational-emotive behavior therapy, and teachers found that the cards used in the game provided a framework for discussion and self-help strategies. (Contains…

Presents author's perspective on the challenging behavior of her son, theorizing about that behavior while drawing on research into temperament. Outlines history of "attention and behavior problems," culminating in most recent work on neuropsychological factors. Considers ways various approaches assign blame for "problems" to…

A study of 64 single-subject studies examined effectiveness of social skills intervention with students with emotional or behavioral problems. The results of quantitative synthesis procedures that use a percentage of nonoverlapping data suggest that skills interventions had limited empirical support for their overall effectiveness. Implications…

Examines the incidence of psychopathy among an alcoholic-offender population (N=128) and compares psychopathic and non-psychopathic alcoholics in relation to childhood history, demographics, alcohol dependence, violence, and suicide. Results indicate that 20% of offenders could be classified as psychopaths. These persons were more alcohol…

Discusses the potential uses of psychopharmarcologic therapy with students who are diagnosed with autism, Tourette syndrome, or pervasive developmental disorders and who display learning, emotional, or behavioral disorders. Explores the possible benefits and known negative side effects associated with 10 classes of drugs used for such treatment.…

A study involving a 12-year-old boy with autism, Fragile X syndrome, and intermittent explosive disorder, analyzed the effects of social stories in reducing precursors to tantrum behavior during morning work time and lunchtime. Results indicated a decrease in precursors to tantrums when the social stories were available to the student. (Author/CR)

Examines the extent to which children with oppositional defiant disorder (ODD) need family-centered interventions. Provides an overview of ODD, highlighting interventions found to be most effective in working with this population of children. Relative to recommended practices, notes the need for family-centered practice and the resulting…

This program describes a program at one Minnesota elementary school that works to optimally include 32 students with emotional and behavioral disorders. The three special classes involve increasing amounts of time spent in mainstream settings with decreasing amounts of additional support. Key program characteristics include philosophy, goals,…

A national survey of 243 community agencies evaluated services provided for individuals with developmental disabilities who exhibit high-risk sexual behaviors and identified issues and service gaps. Common offenses were sexual behavior in public situations, inappropriate involvement of others, and involvement of minors. Major issues and problems…

A look back at educational programs for students with emotional and behavioral disorders notes beginnings in Minnesota, an early (1960) incidence survey, development of the special education profession, and inclusion of socially maladjusted and/or conduct-disordered behavior. Future issues include increasing mistrust of socially sanctioned…

This article raises four issues in the education of students with emotional and/or behavioral disorders. These are: (1) misidentification, (2) diagnostic omission of comorbidity, (3) psychopharmacologic under treatment, and (4) misunderstanding of developmental psychopathology. (Contains references.) (DB)

Examination of self-restraint in 99 adults with severe/profound mental retardation who exhibited self-injury found that 46% exhibited self-restraint. A higher occurrence of compulsive behaviors was found for subjects who engaged in self-injury and self-restraint. When self-restraint was prevented, subjects responded negatively. Results support a…

Tangible preference assessments were compared with verbal preference assessments for six individuals (ages 15-20) with mental retardation, behavior disorders, or both. The two assessments yielded similar high-preference items for 4 of the 6 participants. The verbal assessment was typically completed in less time than the tangible assessment.…

Although much research has been conducted to learn more about disruptive behavior disorders, little is known about gender differences in the disorders. Article discusses the diagnosis, risk factors, and treatment of oppositional defiant disorder and conduct disorder while incorporating information specific to girls to investigate how disruptive…

The second in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on informed consent. Guidelines cover underlying concepts, usual components, informed consent as a process, information to include, what to provide, when to obtain informed consent, and…