This article reviews the literature on the academic status of students with emotional and behavioral disabilities including student, placement, and assessment characteristics; functioning level of students; and trends in the research over the past four decades. Limitations of existing research are identified, such as incomplete reporting of…

Study examines the impact of In Control, a classroom-based curriculum with 10 weekly 30-minute sessions, on the frequency of anger log use between sessions. Results suggest that In Control can increase the use of a log to record anger-provoking episodes by middle school students with serious emotional/behavioral disorders, both in between training…

A study evaluated the effectiveness of progressive muscle relaxation (PMR) as a proactive single-component aggression-reduction intervention for 24 students (ages 6- 9) classified as having emotional disabilities in a day school/treatment program. Students also had histories of aggressive behavior. Results supported PMR as a proactive short-term…

The occurrence of dyskinetic movement disorder and its co-occurrence with stereotypic behavior among adults with mental retardation were studied in 98 adults with mental retardation. Results indicated that stereotypic movement disorder was associated with increased dyskinesia scores and that dyskinesia and stereotypy may be related by common…

Seven- to 12-year-old boys with attention deficit hyperactivity disorder (ADHD) and a control group of non-ADHD boys performed a videogame task that required response inhibition at a signal. Results showed that ADHD boys performed well and showed appropriate psychophysiological changes. Inhibition latencies were longer for ADHD boys than non-ADHD…

This introductory article discusses the requirement under the Individuals with Disabilities Education Act that practitioners being using functional behavioral assessment (FBA) to develop positive behavioral interventions for children with problem behavior and identified disabilities. The definition of FBA is summarized, along with following…

A model program to promote science, engineering, and technology careers and address academic and vocational needs of low-income youth with learning disabilities includes referral and intake processes and academic and career training and services. Of the 21 first-year participants, 13 were employed (7 in technology-related positions) or enrolled in…

Functional behavioral assessments (FBAs) were used to develop and implement behavior support plans for three middle school students who were not successful under a check-in, check-out system. Following implementation of function-based support, each participant demonstrated both reduced level of problem behavior and reduced variability in problem…

This review analyzes the origin and maintenance of self-injurious behavior, focusing on the areas of operant contingencies, sensory contingencies, and/or biological variables. It discusses definitions, prevalence, and etiology. A hypothesis is forwarded which includes components from both the operant and biological domains to explain the origin of…

Discussed are some advances in the treatment of autism. The cooperation between clinicians and parents is highlighted. The success of one school program is described. (CW)

Contrasted maternal depressive symptomatology on child behavior from study of mothers (N=51) and their conduct-disordered children. Found children of distressed mothers more maladjusted when measured on global rating, but better adjusted when measured using interactional measure. Results suggest that conduct-disordered children display…

Severely and profoundly mentally retarded institutionalized residents (N=74) who received lithium carbonate for behavior disorders were followed in a 10-year retrospective study. Thirty-one subjects demonstrated a sustained major reduction or elimination of behavioral symptoms. Lithium responders were likely to be older and to present symptoms of…

Investigated whether earliest school recollections (ESRs) diagnostic approach can reveal current attitude toward being mainstreamed of violent and assaultive youth. Examined current student behavior assessments of violent and assaultive youth (n=60) who previously attended specialized day-treatment facility to determine mainstreaming success.…

Elementary teachers (N=276) reviewed a vignette of a hypothetical gifted student described as having either mild or moderate behavioral problems and either nonlabelled or labelled as behaviorally disordered (BD). Teachers were more likely to refer the mildly disturbed student for placement in a gifted program and were not significantly influenced…

Two experiments, one involving two elementary-aged girls with autism and one involving three boys with serious behavior disorders, found that the use of contingent access to free time and play materials increased the rate of correct math problems completed and decreased the error rates. (Author/JDD)