This study compared the effects of two cover, copy, and compare interventions on the written multiplication performance of two elementary school students with behavioral disorders. The verbal response condition resulted in greater increases in written multiplication performance and occasioned more than twice the number of opportunities to respond…

This article reviews the literature on children prenatally exposed to drugs and alcohol, the potential impact on the educational and social services systems, and implications for programing for children identified as behaviorally disordered. (Author/JDD)

Results of a survey of 145 special education administrators in 27 states are presented under 4 headings: student identification practices; service delivery; student exit procedures; and program evaluation practices. Findings indicate student identification procedures are fairly well developed, whereas student exit and evaluation practices are less…

This study demonstrated that 4 students (ages 6-12) with mental retardation or behavior disorders learned to treat abrasions, as indicated by pretest-posttest generalization probes conducted using nontrained injuries on the participants and another person. Skill acquisition data were roughly equivalent across two training programs (social modeling…

The Index of Personality Characteristics (IPC) and the Social Reasoning subtest of the British Ability Scales were administered to 36 students with behavior disorders (BD) and 37 nonexceptional students in grades 3-7. Results indicated that the IPC composite score in combination with the Social Reasoning subtest accurately predicted BD…

This paper discusses the assessment of psychiatric and behavior disorders occurring in people with developmental disorders and the problems arising when such behavior results in offenses against the law. The paper argues that a multidisciplinary approach is needed in such cases, given the complex interaction among possible brain pathology,…

Assessed role of social support in outcome of child management training (CMT) for single parents and assessed impact of adjunctive ally support training (AST) on treatment outcome. Single parents (n=22) with oppositional or conduct-disordered child received either CMT or CMT plus AST. Both groups improved, with changes maintained at followup; AST…

This article presents findings from a report on educational services for students with emotional and behavioral disturbances. It describes problematic findings related to curriculum, behavior management, and mental health services and considers alternatives to prevailing current practices. (Author/DB)

In sample of 177 clinic-referred children aged 7-13, association was found between diagnosis of conduct disorder and several aspects of family functioning: maternal parenting (supervision and persistence in discipline) and parent adjustment (paternal antisocial personality disorder and paternal substance abuse). Children with oppositional defiant…

This article chronicles the development of level systems designed for students with significant behavior problems, to foster student improvement through self-management and positive reinforcement. The article examines assumptions underlying level systems' concepts and components and offers recommendations to guide future research into the design…

This article reviews research indicating that teachers' behavior is negatively affected by disruptive and aggressive responses of students with emotional/behavior disorders. It presents strategies to reduce classroom aversiveness, to reduce students' need to escape or avoid instruction through aggressive or disruptive responses, and thereby…

A survey of 1 school district found 136 students (out of 14,229) with attention deficit-hyperactivity disorder (ADHD) of which 77 were receiving special education services; 40 were also identified as behavior disordered, 22 as learning disabled, and 7 as mildly mentally retarded. Fifty students were in general education classrooms with resource…

Third to sixth graders (n=508) completed the Children's Disturbingness Scale. Findings indicated significant multivariate differences for gender and age, with girls and younger students more disturbed by virtually all categories of behaviors. Implications for inclusion are discussed. (Author/DB)

This comment on EC 600 431 addresses the debate about whether public schools are obligated to serve socially maladjusted children/youth. The paper conceptualizes the debate from a "system restructuring" perspective, which takes into account cultural and social forces and organizational structures, and concludes that antisocial individuals should…

Sixty-five subjects diagnosed as learning disabled and reporting police contact by the median age of 18 were interviewed at age 25. Analysis on parent and subject variables correctly classified 75% of subjects into persisting and nonpersisting delinquent groups and revealed that personality characteristics such as impulsivity and poor judgment…