This article is a review of available interactive aids designed to enhance the identification and expression of feelings in children. These skills are part of the overall development of empathy. The development of empathy, in turn, is crucial for social competence, social relatedness, and prosocial behavior. Improving these skills is likely to…

Background: Little is known about the role of oppositional defiant disorder (ODD) dimensions on the temporal unfolding of conduct disorder (CD) and depression in girls between childhood and adolescence. Method: The year-to-year associations between CD and depressive symptomatology were examined using nine waves of annually collected data (ages 8…

Although child impulsivity is associated with oppositional defiant disorder (ODD) symptoms, few studies have examined whether family processes moderate this association. To address this gap, we tested whether child-reported family routine moderated the relation between child hyperactivity/impulsivity (HI) and ODD symptoms among a sample of…

Effective behavioral practices for students with emotional/behavioral disorders (E/BD) are critical. Students with E/BD are often served in alternative education (AE) settings due to behavior that cannot be supported in a typical school setting or due to court adjudication based on delinquent activity. Like other settings for students with E/BD,…

Students with high-incidence disabilities, including emotional and behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disabilities (MID), demonstrate academic, social, and behavioral deficits to varying degrees, which places them at risk for school failure. Because students with E/BD face dire consequences, it is…

Externalising behaviours such as substance misuse (SM) and conduct disorder (CD) symptoms highly co-ocurr in adolescence. While disinhibited personality traits have been consistently linked to externalising behaviours there is evidence that these traits may relate differentially to SM and CD. The current study aimed to assess whether this was the…

Informant- and gender-specific characteristics of Oppositional Defiant Disorder (ODD) and how these might relate to patterns of comorbidity need to be further clarified. We collected data from 7,007 children (aged 7-9) who participated in the Bergen Child Study (BCS), an ongoing population-based study of children's development and mental health. A…

Prevalence of current comorbid DSM-IV disorders was assessed in a special school population of children and adolescents with ASD (N = 71, age 6.0-17.9 years), representing all cognitive levels and main ASD subgroups. Symptoms were assessed through parent interview and association to child characteristics was explored. Seventy-two percent was…

The purpose of this study was to determine the impact of a year-long, same school classroom social skills instruction program on students' with verified Emotional Behavior Disorders, Autism Spectrum Disorders, and Attention Deficit Hyperactivity Disorders perceptions of program effectiveness. This study indicated that youth can demonstrate…

In the face of dwindling financial resources, educational leaders are looking to refine resource allocation while maintaining a focus on improved student outcomes. This article presents initial findings from a professional development state initiative called Effective Behavioral and Instructional Support Systems (EBISS). The EBISS initiative aims…

Objective: To assess whether a multimedia program can affect counseling behavior related to one of the strongest risk factors for violence later in life, persistent early childhood aggression. Method: The design was a controlled trial with unobtrusive measurement in a clinic setting. A researcher, pretending to be the mother of a 2 1/2 year old…

A discussion about the current state of special education, more specifically the field of emotional and behavior disabilities (EBD), in Australia cannot take place without first providing an overview of the Australian education system. Education comes under the jurisdiction of state and territory responsibility. The federal government coordinates…

Check-in, check-out (CICO) is a secondary-tier intervention with proven utility for reducing problem behaviors and increasing responsiveness to primary-tier expectations of positive behavioral interventions and supports (PBIS). CICO has been investigated at the elementary and middle school levels in traditional school settings with students both…

The effects of Self-Regulated Strategy Development (SRSD) and generalization instruction with 3 second and third grade students with severe emotional/behavioral disorders, in one self-contained classroom were examined. The effects of the intervention on multiple measures of story writing were examined at baseline, postinstruction and maintenance.…

Alcohol expectancies and drinking motives were compared for regular education students (n = 159) and students with emotional/behavioral disorders (EBD) receiving special education services (n = 51). Differences existed between groups with respect to expected negative social consequences and emotional and physical outcomes associated with drinking.…