This article explores common, recurrent themes in the development of our understanding of approaches to emotional and behavioral disorders. It identifies the following eternal verities: behavior can change, intervention is second to prevention, instructional reactions, transparency in communications, empathy and equity, boundaries and challenges,…

A study examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on antisocial behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders. Results indicated moderate reduction in antisocial behaviors during small-group social skills instruction. (Contains…

This article discusses the difficulties some individuals with developmental disabilities have in responding to behavioral treatment and suggests an alternative to traditional behavioral treatment programs. It describes the use of the accommodation approach in which an individual's environment is rearranged to prevent or lower the occurrence of…

A study evaluated a comprehensive school-wide program based on an effective behavioral support approach for preventing disruptive behaviors implemented in seven elementary schools. The program included a school-wide discipline program, tutoring, conflict resolution, and functional behavioral intervention plans. Schools showed positive effects on…

A study evaluated the efficacy of a multicomponent program for treating attention-deficit/hyperactivity disorder in 50 students (ages 8- 9). Teachers (n=29) were trained in behavior modification techniques, cognitive behavior strategies, and instructional management strategies. Parents' and teachers' ratings detected improvement in primary…

This case study evaluated an antecedent intervention for tantrums by a five year-old girl with cognitive, language, and motor problems. Functional assessment correlated tantrums with high-demand activities but not with novel staff. Intervention placed novel staff in charge of high-demand activities and successfully eliminated tantrums, which…

This article explores research on the use of touch with people with mental retardation and learning disabilities for the purpose of developing a staff training package. The review indicates the therapeutic role of touch and its use in behavior management and discusses the need for increasing staff awareness of the practice with this group of…

Assessed effects on undergraduate students (N=54) of direct (induced affect) and generalized (covert rehearsal) cognitive-behavior coping skills programs for test anxiety. Found both training procedures significantly reduced test anxiety but that induced affect yielded largest anxiety decrease and greatest test performance improvement while covert…

Behavioral and cognitive-behavioral group programs for weight control were effective among 32 college women in reducing weight and alleviating depressed mood, fear of negative evaluations, and social avoidance and distress. Addition of cognitive restructuring component failed to improve efficacy of behavioral weight control program even on…

Development of effective cognitive-behavioral training approaches for students with learning handicaps in academic domains, such as spelling, requires greater concern for teachers' knowledge of the academic domain, as well as their pedagogical expertise in finely and precisely adjusting their instructional use of language to communicate that…

Parents' and grandparents' ratings of alternative treatments for children with behavior disorders were assessed. Differential reinforcement of other behavior (DRO), time-out, response cost, spanking, and medication were applied to noncompliance, aggression, tantrums, and hyperactivity. DRO, response cost, and time-out were found significantly more…

Two head-injured patients were treated for memory difficulties and two for temper control problems. The patients were taught memory aids and anger management strategies in a program emphasizing the role of relatives as co-therapists in ameliorating rehabilitation problems. Three obstacles to progress (denial, guilt, and family roles) are…

A functional analysis of eye poking by a four-year-old female with severe developmental disabilities and visual impairments showed that high rates occurred in all conditions. Attempts to identify the maintaining variable found that eye poking decreased only when finger-eye contact was interrupted by blocking the response. (Author/DB)

The University of Cincinnati's Disordered Eating Response Team supports health and athletic performance for all athletes, particularly those with eating disorders. The protocol for assessment and intervention for athletes at risk includes education for coaches, trainers, athletes, and dining service personnel. Evaluations indicate the program is…

Following inconclusive functional analyses of problem behaviors in 3 children (ages 3-4) with severe disabilities, interventions based on environmental enrichment were implemented. For all subjects, environmental enrichment decreased aberrant behavior if preferred stimuli were used. Explicit reinforcement of appropriate play behavior was required…