Now in its fifth edition, this outstanding resource for teachers and school professionals has been retitled "Medical and Psychosocial Problems in the Classroom" to more accurately reflect what teachers encounter during the course of their careers. Each chapter highlights the important role teachers play when interacting with health-care…

This document provides policy recommendations of the Council for Children with Behavioral Disorders regarding the use of physical restraint procedures in schools. It includes (a) an introduction, (b) a declaration of principles, and (c) recommendations regarding the use of physical restraint in school settings. Explanation or elaboration of…

This article outlines the conceptual and empirical basis for an inference-based approach (IBA) to treating obsessive-compulsive disorder (OCD). The IBA considers that in most cases the obsessional process begins with an initial doubt (e.g., "Maybe my hands are not clean"; "Perhaps the door was not locked"; "There's a chance I made an error"; "I…

Background: Dignity and respect are at the foundation of good care and effective treatment planning and are guiding service principles. The use of physical restraints is contrary to treatment with dignity and respect. Because of the numerous risks to clients and employees associated with the use of physical restraints, an innovative plan was…

Early adolescence is the period where the transition from child to adult takes place gradually. A major physical and cognitive change during this period is accompanied by social and emotional development. The growth spurt in this period makes them stronger and plays an important role in developing self identities. The journey through this crucial…

For courses in Behavior Analysis and Intervention, and Emotional or Behavior Disorders. This newly written, comprehensive and current textbook will prepare future educators to successfully instruct students with emotional and behavior disorders in their classrooms. Readers will be given a sound introduction on the subject, from the foundations of…

Recent trends toward the inclusion of students with disabilities mean that a majority of students with emotional and behavioral disorders (EBD) now spend at least 40% of their day in general education settings. With this change in location, teachers in general education settings are now asked to perform tasks that were not given much emphasis…

Students with emotional and behavioral disorders (EBD) are often placed into self-contained settings to provide more focused academic and behavioral supports. Little is known, however, about differences in the instructional contexts of self-contained and general education classrooms. Using direct observation and self-report measures, the present…

This study investigates attitudes toward disability held by children with disabilities and average- and high-achieving children, and the latter two groups' experiences in inclusive elementary classrooms. Attitudes Toward Disabled Persons Form-Scale (ATDP; Yuker, Block, & Young, 1966) responses did not differ. Females were more accepting. Children…

In this article the authors provide practitioners and researchers with three illustrations of how to use systematic screening tools within the context of three-tiered models of support to (a) measure the overall level of risk present in a school over time and (b) identify students who may require more targeted supports in the form of secondary and…

Teachers working with students with emotional/behavioral disorders (EBD) in elementary schools can be helped to increase use of an important behavioral strategy, behavior-specific praise statements (BSPS). Unfortunately, teachers' behaviors return to baseline levels when researchers leave, and little is known about the use of praise on high school…

Children with special needs have been a focus of institutional reforms in Serbia for nearly two decades. Historically, as in other Eastern European countries, children with severe developmental, emotional, and/or behavior disorders in Serbia were often placed in institutions far from their families for much of their lives. Since the fall of…

Nicholas Long is one of the nation's foremost leaders in the field of reeducating troubled children and youth. During a career that has spanned more than 50 years, he has created and administered model psycho-educational treatment programs, authored or coauthored seven texts and more than 100 articles, and developed video series about working with…

As the first part of an oral history of education of students with emotional/behavioral disorders, 15 first-generation leaders were asked to relate how they entered the field and to describe their careers, which span the past 35 to 50 years. Their videotaped responses were transcribed and are reported here together with discussion of several…

The objective of this study was to facilitate the bidirectional communication between researchers and clinicians about the treatment of childhood anxiety disorders, including obsessive-compulsive disorder. Forty-four children were assessed before and after cognitive behavioral treatment with the parent versions of the Spence Child Anxiety Scale…