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Special Education Implications of Point and Cumulative Prevalence for Children with Emotional or Behavioral Disorders
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Forness, Steven R.; Freeman, Stephanny F. N.; Paparella, Tanya; Kauffman, James M.; Walker, Hill M. – Journal of Emotional and Behavioral Disorders, 2012
Prevalence of children with emotional or behavioral disorders (EBD) is a critical component in the discussion of underidentification of children served in special education. This discussion has previously focused almost exclusively on point prevalence or the number of children with EBD presumably needing services at any single point in time.…
Descriptors: Emotional Disturbances, Behavior Disorders, Incidence, Children
Longitudinal Research and Functional Behavioral Assessment Issues.
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Walker, Hill M.; Sprague, Jeffrey R. – Behavioral Disorders, 1999
The role of functional behavioral assessment is contrasted with a longitudinal risk-factors exposure model for understanding and predicting maladaptive behavioral outcomes in applied settings. The strengths and weaknesses of each approach are discussed and the need for integration of the two approaches to gain a comprehensive understanding is…
Descriptors: Adolescents, Behavior Disorders, Children, Evaluation Methods
The Present Unwrapped: Change and Challenge in the Field of Behavioral Disorders.
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Walker, Hill M.; Zeller, Richard W.; Close, Daniel W.; Webber, Jo; Gresham, Frank – Behavioral Disorders, 1999
Argues that the population of children with behavior disorders has changed dramatically for the worse over the past 25 years due to societal transformation. Society's reliance on punishing sanctions rather than preventing risk conditions or rehabilitation is discussed and strategies are suggested for proactive approaches in addressing social…
Descriptors: Behavior Disorders, Child Neglect, Children, Early Identification
A Longitudinal Assessment of the Development of Antisocial Behavior in Boys: Rationale, Methodology, and First-Year Results.
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Walker, Hill M.; And Others – Remedial and Special Education (RASE), 1987
First-year results of a 5-year longitudinal study regarding children's antisocial behavior indicated that high risk fifth-grade boys (N=35) were significantly different from controls in amounts of academic engaged time, frequencies of negative peer interactions, frequency of discipline contacts, and teacher ratings of their social skills.…
Descriptors: Antisocial Behavior, Behavior Disorders, Children, Family Influence