This study examined the effects of a function-based intervention implemented with a student, Shawn, who had attention-deficit/hyperactivity disorder, internalizing behavioral problems, and a speech and language impairment. Shawn attended a fourth-grade classroom in a self-contained school that served students with emotional and behavioral…

Although the task of intervening with transition-age youth with emotional and behavioral disorders (EBD) may be daunting, this area of inquiry is sorely needed. In this introductory article, the authors discuss the scarcity of available research involving students with EBD at the secondary level and the importance of meeting these students'…

The author located students with severe emotional and behavioral disorders (EBD) who had been assigned to separate day schools with partial hospitalization treatment facilities because their public school programs did not sufficiently meet their needs, then conducted interviews at 3, 6, 12, 18, and 24 months postsecondary school as part of a large…

Meta-analysis is often assumed to be the sine qua non of quantitative research. However, face validity of published meta-analyses in emotional or behavioral disorders (E/BD), as in other areas, can be substantially impacted by the information supplied. The quality of information reported, therefore, can also have important implications for theory…

Anxiety disorders are among the most prevalent psychiatric problems in children and adolescents. The present article summarizes the main evidence that has accumulated on the pathogenesis of childhood anxiety disorders during the past two decades. Various risk and vulnerability factors (e.g., genetics, behavioral inhibition, disgust sensitivity,…

Background: In clients with pervasive developmental disorders (PDD), some authors have noticed the presence of gastrointestinal disorders and behavioural disorders. An augmented prevalence of different histological anomalies has also been reported. The aim of our study is to highlight the prevalence of gastrointestinal disorders in this adult with…

Since the passage of the No Child Left Behind Act in 2002, educators have been advised that it is no longer acceptable to allow ideology, fads, or untested procedures to define teaching. Therefore, knowing what counts as evidence and why it counts is the primary issue of the early 21st century in the field of Emotional and Behavioral Disorders…

This article provides an overview of cognitive-behavioural strategies used in the treatment of child-anxiety problems, emphasizing the need for exposure and caregiver involvement. Most of the paper focuses on developments in empirically supported cognitive-behavioral intervention protocols for generalized anxiety disorder, separation anxiety…

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…

For every five healthy babies and infants, there is at least one who brings unusual stresses for its parents with behaviors such as inconsolable crying, sleep disorders, refusal to eat, chronic moodiness, incessant demands for attention, fearful clinging, or tantrums. Available for the first time in English, this influential German collection…

This study examined 3-year-old children who were classified as hyperactive (HYP), oppositional-defiant (OD), hyperactive and oppositional defiant (HYP/OD), and non-problem based on mothers' reports of behavior. Using fathers', teachers', and observers' ratings of children's behavior, concurrent validity was excellent for the HYP/OD group, moderate…

A random sample of 167 secondary special and general educators who taught math to students with emotional and behavioral disorders (EBD) and learning disabilities (LD) responded to a mail survey. The survey examined teacher perceptions of (a) definition of math; (b) familiarity with course topics; (c) effectiveness of methods courses; (d)…

Current educational practices for classifying and serving students with mental health disorders such as obsessive-compulsive disorder (OCD) have been associated with specific problems. These include the stigma of labeling, misalignment of school-based categories (e.g., E/BD, OHI) with clinical diagnoses, and concerns regarding the provision of…

Aim: To study the sociodemographic and clinical profile of patients, who presented to the child and adolescent psychiatric services of a tertiary care centre over a 26-year period (1980-2005). Methodology: Data were abstracted retrospectively from detailed work up files of all subjects assessed in the Child and Adolescent Psychiatry (CAP) Clinic…

The purpose of this study was to examine the long-term effects of sport participation on the basketball skills and physical self-concept of adolescents with conduct disorders (CD). Participants were 24 adolescent males with CD, divided equally into three groups: (a) interestablishment basketball (IEBB), (b) integrated scholastic basketball (ISBB),…