Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in…

The present paper reviews the literature regarding time-out interventions employed in home, school, and clinical settings. Characteristics examined include types of time-out, populations and settings, legal implications, and research implications. Policy recommendations for teachers, parents, and clinicians regarding time-out interventions are…

This study investigated the efficacy of sound-field amplification (SFA) for improving the speed with which students with emotional and behavioral disorders (EBD) follow teacher directions. We used a multiple baseline design across six students in general education classrooms. Latency data were collected under nonamplified and amplified conditions…

We evaluated the Developmental Behaviour Checklist (DBC) in the assessment of psychopathology in a Finnish population of children with intellectual disability. Disruptive behaviour was more common in children with mild intellectual disability, and problems with social interaction and communication in those with moderate, severe or profound…

Schools can become islands of stability or fields of battle for students with emotional and behavioral problems. Research on positive school climate and positive therapeutic outcomes points to the importance of replacing adversarial encounters with respectful relationships. This article discusses how this positive transformation can be achieved.…

Multinomial stepwise logistic regression analyses were used to establish the most robust set of risk factors that would best predict low basic reading skills (i.e., a standard score less than 85 on the Woodcock Reading Mastery Test-Revised Basic Reading Skills cluster) of kindergarten and first-grade children at risk for emotional and behavioral…

The full-purpose partnership (FPP) schoolwide model primarily focuses on prevention and early intervention. This model brings the tenets of service coordination directly into the school and focuses efforts to involve families from a strengths perspective before behavioral issues become significant. A preliminary evaluation has shown that this…

The range of management strategies for school counselors dealing with conduct disorder in elementary school children can be expanded through an integration of several of the principles of the ASCA National Model[R]. This paper discusses ways the counselor can use the model to assist struggling children, teachers, administrators, and families as…

Background: Embedded instruction and discrete-trial training are both recommended for teaching children with autism, but there is little research available comparing the two. The present study compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. Method: An initial functional analysis indicated that the…

Objective: To examine differences in risk factors and comorbid conditions for oppositional defiant disorder (ODD) symptom groups in a sample of 248 elementary schoolboys (ages 6-10) recruited from 1994 to 1996. Method: The boys and their mothers received multiple assessments of cognitive, behavioral, academic, and family functioning, including a…

In this study we compared the effects of smallgroup constructivist and explicit mathematics instruction in basic multiplication on low-achieving students' performance and motivation. A total of 265 students (aged 8-11 years) from 13 general and 11 special elementary schools for students with learning and/or behavior disorders participated in the…

The present study investigated the relationship between behaviours exhibited by children with pervasive developmental disorders, particularly autism, and maternal stress levels. Participants consisted of 60 mothers who had a child diagnosed with a pervasive developmental disorder by an independent practitioner using DSM-IV criteria. Children were…

This paper provides a description of three-tier intervention models for reading and behavior. Although there is scientific evidence that the implementation of interventions at one or more levels of these models leads to improved reading or behavior performance, there is a paucity of research detailing the integration of three-tiered reading and…

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…

This study assessed the impact of a class-wide time-out/re-directing strategy on (a) the frequency of teacher-assigned time-outs and (b) the time students spent in disciplinary sanctions. Twelve students with emotional/behavioral disorders, enrolled in a self-contained elementary classroom were taught an alternative time-out strategy (Active…