Argues that extant research assessing relations between contextual factors and psychological disturbance has confused two different roles of context. Suggests that environmental factors are nonspecific stressors and elicit psychopathology, with specificity of expressed psychopathology governed by individual differences, and that context is…

This study evaluated the effects of restraint on occurrences of self-injurious behavior (SIB) and adaptive responses exhibited by two individuals with profound mental retardation across eight response-effort conditions with varying degrees of physical restraint. Analysis identified a restraint level for each individual that reduced SIB but did not…

Examines perspectives on family influences on child development. Maintains that genetic and biological factors and parental actions/attitudes make important contributions to individual differences. Draws on research on gender differences and conduct disorders to illustrate that parental influence on individual differences within cultures has been…

This article reviews youth violence literature and discusses relevant psychosocial risk factors, treatment approaches, prevention programs, and recommendations. Research indicates violent behavior is linked with multiple psychosocial factors and that the most effective treatment and prevention programs are those that address the multiple factors…

Social behavior of 122 students in grades 6-8 who participate in a prevention program for behaviorally at-risk youth was rated by a parent, general education teacher, and at-risk program teacher. Parents and special program teachers were more likely to provide positive ratings of behaviors than their general education teachers. (Author/CR)

A study of 149 teachers of students with emotional/behavioral disorders (E/BD) found that the higher the teacher's susceptibility to occupational stressors, the more willing the teacher was to leave the E/BD teaching field. Only 3 of the top 10 stressors were student-related. Results found an injury rate of one in five. (CR)

This study examines the pragmatic design and cost-effectiveness of the Marchus School's 1261 Project, a California program that serves elementary and middle school students with emotional or behavioral disorders within a public school setting. Case studies demonstrated that not only have costs been avoided but funds have also been saved.…

The use of a programmed generalization strategy in general education classrooms was evaluated with 29 middle school students. Results indicated that the intervention, i.e., social skills training and self-monitoring with teacher matching, led to generalization of improved student behavior in up to six different class settings. (Author/CR)

Explains characteristics of attention deficit hyperactivity disorder (ADHD): delay in self-regulation; living in the moment; difficulty remaining focused; lag in social development; and the positive characteristics of intuition, spontaneity, energy, creativity, and artistic skills. Sidebars discuss a neurobiological understanding of ADHD and tips…

A 5-year qualitative study examined resilience among 15 adolescents transitioning from youth correctional facilities back into their communities. Topics addressed include: pre-delinquent histories, experiences in the correctional system, and post-corrections transition. Currently about half the respondents are successful (employed, going to…

This article presents an overview of the Regional Intervention Program (RIP) and describes ongoing studies to examine the long-term effects of behavioral skill training for parents of preschoolers who engaged in severe forms of aggression and antisocial behavior. Findings from the program indicate positive outcomes for adults and children.…

A study compared symptoms of 54 adolescents attending a school for children with emotional and behavior disorders (EBD) and 107 students with EBD attending mainstream schools. Results indicated students attending schools for pupils with EBD are more likely to experience concurrent psychiatric disorders than their peers in mainstream schools.…

Direct care staff (n=83) from five community services serving individuals with mental retardation completed a questionnaire on their emotional reactions to aggression, coping strategies, and burnout. Staff more frequently reported using adaptive strategies than maladaptive ones. Staff disengagement, adaptive coping strategies, and their emotional…

This study examined the effect of a self-evaluation intervention using audiotaped samples of 20 teachers' instructional behavior on the rates of praise in classrooms for students with emotional and behavioral disorders. Results indicated the intervention had positive short-term effects on teacher praise and correct academic responses by students.…

This article examines factors associated with the substantial under-identification, referral and service for students with emotional-behavioral adjustment problems (EBD). The validity of the EBD categorical certification is questioned. Disincentives to identification of behavior disorders are noted. It concludes that schools should abandon the EBD…