The document consists of a 125-item evaluation instrument for use in assessing the overall plan and quality of programs in the area of serious emotional disturbance (SED) or behavior disorders. Questions are organized according to the following nine categories (based on identified components of a well-designed SED program): (1) respondent and…

This final report presents eight papers resulting from research conducted during the third and final year of the "Handicapped Children as Tutors" project, which investigated effects of involving handicapped students as tutors of disabled and non-disabled elementary and secondary school students. Results of all the research showed…

Human rights review is a process by which agencies assure that an intrusive behavioral program is appropriate in a given case. Methods are described for local education agencies to accomplish human rights review of proposed and ongoing intrusive behavioral treatment with students who have severe behavior problems. One approach to human rights…

The School/Community Guidance Program in the Austin Independent School District is a state authorized program providing services to delinquent students to decrease both their disruptive behavior and their contact with the criminal justice system. Assigned to reduce factors contributing to truancy, academic failure, dropping out, and delinquency,…

Two studies on reintegration of behaviorally disordered (BD) students into general education classroom are presented. Part I, by S. Huntze, considers five basic assumptions underlying the concept of reintegration and the following five areas that need to be considered when matching student and classroom environment: physical setting, academic…

The module provides training information for school bus drivers who interact with emotionally handicapped (EH) students. An initial description of characteristics of EH students and support staff responsibilities is followed by a discussion of transportation services for handicapped students. The development of a behavior management plan with four…

Thirteen papers were selected from presentations made at a 1985 multidisciplinary conference on programing for adolescents with behavior disorders. The following papers are included: "Adolescent Needs and Behavior in the Schools: Current and Historical Perspectives" (S. Braaten); "Programs for Adolescents: What Works and Why?" (J. Lipsitz);…

First-year results of a 5-year longitudinal study regarding children's antisocial behavior indicated that high risk fifth-grade boys (N=35) were significantly different from controls in amounts of academic engaged time, frequencies of negative peer interactions, frequency of discipline contacts, and teacher ratings of their social skills.…

Thirty-four stimulant-treated, academically deficient, and attention deficit disordered, hyperactive (ADDH) boys (ages 7-12) participated in a 16-week, intensive cognitive training program focusing on academic skills and tasks. Intervention did not enhance self-esteem and there was poor agreement between teacher ratings of academic competence and…

Teachers (n=233) of behaviorally disordered students in Iowa, Kansas, and Nebraska were surveyed concerning time spent on: evaluation, teaching, preparation/planning, consultation, and indirect support to students. No significant differences were found between resource and self-contained classroom teachers, nor in the use of time between 1980 and…

Four papers comment on the work of the National Special Education and Mental Health Coalition, a group attempting to identify and remediate problems of behaviorally disordered/emotionally disturbed children/youth. Specifically discussed are: service-related issues, the Council for Children with Behavioral Disorders' role, and the Council for…

The social skills and family climate of 53 Israeli behaviorally disordered adolescents were compared to 56 nondisabled controls. Subjects viewed themselves as socially adequate, but viewed their skills as highly interrelated, whereas controls revealed a more differential concept. Subjects' teachers viewed them as less socially competent than…

Fourteen mildly handicapped (learning-disabled or behavior-disordered) and 36 nondisabled students in grade 10 social studies classrooms participated in a classwide peer tutoring program. Performance on weekly tests was significantly improved; 60 percent of all students earned "A" grades, and failing grades were virtually eliminated. (Author/JDD)

The assigned and received social status of mildly learning-disabled, mildly behaviorally disordered, and nonhandicapped high school students (n=66) was examined. The samples' social status differed significantly from a larger nonhandicapped population. Cross-categorical comparisons of assigned social status showed no significant differences,…

In this discussion of Fritz Redl's model of ego dysfunction in disturbed children, tasks the mature ego must accomplish are described, such as frustration tolerance, temptation resistance, realism about rules and routines, and exposure to competitive challenges. The model's educational applications involve assessment of discipline problems,…