We trained parents to conduct functional analyses (n = 25) and functional communication training (n = 23) in home settings over a four-year period with 25 young children who had developmental and behavioural disorders. For 12 of the children, pre-treatment (baseline) probes and post-treatment stimulus condition probes were conducted to assess…

We combined data from the Office for Standards in Education with those from a large national survey of child and adolescent mental health and developed a simple score that schools or LEAs could use to predict the level of emotional and behavioural difficulties that they are likely to encounter. The final Ford score is based on the rates of free…

The factors that place children with Asperger syndrome at risk for comorbid psychiatric symptoms, such as anxiety and depression, remain poorly understood. We investigated the possibility that the children's emotional and behavioral difficulties are associated with social information and attribution processing. Participants were children with…

Few children can control adult emotions more effectively than passive-aggressive youngsters. Their passive lack of compliance can incite even trained professionals to employ ineffective punitive responses. These responses confirm for the child the unreasonable and hurtful nature of adults. In this Life Space Crisis Intervention, the child makes a…

This article applies The Conflict Cycle (Long & Morse, 1996) to adult reactions. It is a starting point for a training and supervision model that focuses on the feelings and reactions that youth with severe emotional and behavioral problems conjure up in the adults who are trying to help them. Counter-Response[SM] Training was developed by the…

The study assessed prevalence of volatile substance abuse (VSA), and its link to other forms of psychoactive substance use and to other problem behaviours among 14-15 year olds recruited from sixteen secondary schools in south-west London. Lifetime use of volatile substances was reported by 126 young people (6% of the sample) whose mean age of…

The aim of this study was to examine differences in responses to the Caregiver Strain Questionnaire (CGSQ) between African American and White caregivers of children with emotional and behavioral challenges. Significant item- and scale-level differences were detected across groups with African Americans consistently reporting less strain. We…

Background: Patterns of low heart rate, skin conductance and cortisol seem to characterise children with disruptive behaviour disorder (DBD). Until now, the startle paradigm has not been used in DBD children. We investigated whether DBD children, like adult psychopaths, process emotional stimuli in an abnormal way. Method: Twenty-one DBD and 33…

The focus of this research review is to determine what factors increase the likelihood that positive individual and systemic changes occur for children and adolescents following discharge from residential treatment. Residential treatment outcome studies from 1993 to 2003 that fulfilled predetermined criteria were located through 4 on-line…

The current study examined the temporal stability of threat perception abnormalities and anxiety disorder symptoms in non-clinical children. One-hundred-and-thirteen primary school children aged 9 to 13 years completed a self-report measure of anxiety disorder symptoms, and were interviewed individually using an ambiguous story paradigm from which…

Presents a social-cognitive model outlining the role of parental attributions for child behavior in parent?child interactions. Examples of studies providing evidence for the basic model are presented, with particular reference to applications of the model in families of children with Attention-Deficit/Hyperactivity Disorder (ADHD) and/or…

This study examined in depth a group of adolescents (n = 12) who were identified as having attention deficit hyperactivity disorder (ADHD). The group was identified as part of a longitudinal study of students who were screened in primary school as at risk for developing emotional and behavioral disorders (EBD) and peers who were identified as not…

In this article, I examine challenges to better preparing teachers of students with emotional/behavioral disorders (E/BD). Foremost among these challenges is the lack of agreement regarding a conceptual framework upon which to build quality prevention/intervention practices; instead, various authorities advocate disparate approaches, not all of…

This paper explores the experiences of three young people with emotional and behavioral challenges and their families as they entered, participated in, and completed a community-based system of care. Using a case narrative approach, the characteristics and experiences of the children and families who successfully completed the Dawn Project system…

The fundamental feature that distinguishes positive behavior support (PBS) from previous generations of applied behavior analysis is its focus on the remediation of deficient contexts that are determined to be the source of the problem. Determining this source involves conducting a functional assessment. This innovative practices article presents…