A 10-session anger management program was offered in a therapeutic day school for adolescents with emotional or behavioral disorders. Booster sessions to maintain gains were provided. Participants exhibited a reduction in peer fighting, an increase in talking with a counselor when angry, and an increase in using anger logs. (Contains references.)…

The controversial discipline provisions of the 1997 Individuals with Disabilities Education Act (IDEA) are examined. It is suggested the provisions may serve to encourage systemic reform capable of dramatically affecting the educational and postsecondary careers of students with emotional or behavioral disorders and may assist in curbing…

Students with emotional and behavioral disorders (EBD) are more likely to drop out of school than their peers. Examines how different types of mobility may positively and negatively impact students with EBD, highlighting non-normative mobility or the ways in which schools cause students to move within and between classrooms and schools. Analyzes…

The author of a paper on effects of risperidone on behavior in people with developmental disabilities rebuts a criticism by suggesting that a specific diagnosis of psychiatric disorder is unimportant, since risperidone was effective in reducing aberrant behavior regardless of psychiatric diagnosis and/or environmental contingencies. (Contains…

This article gives findings from the first year of an evaluation of various behavior support programs in 21 secondary schools in Scotland. Focus is on analysis of exclusion data, school reports on the initiative, and case studies of 116 pupils receiving behavior support. Discussion notes difficulties reconciling the flexibility required for…

This article critically analyzes research investigating the use of antecedent events in the functional assessment process, with an emphasis on interventions conducted in natural settings. An analysis of 17 articles found that research on antecedent-based interventions lacks a consistent conceptual framework. Suggestions for future research are…

An effort to increase the implementation of effective instructional methods of school discipline and the promising results from the first year of implementation of the Safe and Responsive Schools Project are described. Results provide some evidence that school discipline need not be equated with punishment and exclusion. (Contains references.)…

This article describes factors found in mainstream schools in the United Kingdom where pupils with emotional and behavioral difficulties are successfully included. The article discusses these factors and draws on studies in the USA, England, and Scotland before offering implications for the development of inclusive practice in schools. (Contains…

Mainstream inclusion of students with emotional and behavioral difficulties is based on student rights, yet these conflict with other legal and civil rights. British case law examples suggest that conflicting rights result in more segregated provision. Current legal provisions are inadequate, and attitudinal changes are also required. (Contains 62…

Evaluated alternative treatments for children (N=112) referred for severe antisocial behavior. Assigned children to one of three treatments: (1) problem-solving skills training (PSST); (2) PSST with in vivo practice (PSST-P); or (3) client-centered relationship therapy (RT). Found increases in prosocial behavior in PSST and PSST-P children while…

A project combined precision teaching techniques and a flashcard approach known as SAFMEDS, with 4 students with learning disabilities or behavior disorders, age 14-18. Project results determined that the techniques provided students with necessary skills to pass the school district's minimum competency test in the area of local, state, and…

In response to James Mulick (EC 232 032), this paper agrees with the need for careful use of aversive techniques to treat severe behavior disorders of persons who are mentally retarded but justifies such use on moral, legal, ethical, and practical bases as well as scientific ones. (DB)

Ten disruptive children (aged seven-nine), placed in a psychiatric facility's day program, were videotaped exhibiting physically assaultive behavior during dyadic free-play interactions. The rate and duration of aggressive behavior were affected by the gender of both initiator and recipient of assaults, the context of real versus fantasy play, and…

Examined factor structure of Conners Teacher Rating Scale (CTRS) in medically referred brain-damaged and learning-disabled children and adolescents. Extracted six factors: Conduct Disorder, Hyperkinesis, Distractibility, Depression, Dyssocial Behavior, and Introversion. Results support use of CTRS as brief objective instrument for assessing child…

This study organizes items from seven behavior rating instruments into as few behavior clusters as possible. Methods used include card sort activities and a panel of experts examining items to establish their subgroup placement. Findings indicate a method for organizing behavior descriptors into clearly defined subgroupings and unifying behavior…