"Response-to-Intervention" (RTI) refers to a framework for providing support to struggling learners in the general education setting. To date, RTI models have focused primarily on reading intervention and typically utilize a three-tier approach. RTI models are designed to provide high-quality instruction using evidence-based best…

This commentary critiques two papers by Curt Sandman, pointing out interpretive problems in models explaining self-injurious behavior in terms of opioids. Withdrawal effects are emphasized as an alternative to hypotheses asserting congenital opioid excess as a cause of sensory depression or an addiction to a relative excess of opioid activity in…

This paper answers criticism (EC 601 030) of the authors' work regarding opioid explanations of self-injurious behavior. Possible withdrawal effects are ruled out as an explanation, in favor of opioid excess leading to sensory depression and addiction to relative excesses of opioid activity in the brain. Alternative models of consequences of…

The paper presents a definition of program evaluation for behavior disordered students and summarizes the previous four papers on describing clients, natural environments, treatment processes, and outcomes. Areas for future emphasis are noted. (CL)

This article first reviews concerns over the use of psychotropic medication and the use of diagnostic criteria with persons with developmental disabilities and notes the variety of potential diagnoses that may underlie a behavior disorder. A model to guide clinical decision making is developed that stresses the importance of reliable differential…

The article offers an exploratory analysis of three conceptual models used in psychiatry. Through a case presentation, the article demonstrates each model's basic premises and implications. Patterns of speech, language, and communication impairment should be investigated from all three perspectives: biodynamic, psychodynamic, and sociodynamic.…

This article reviews the psychoeducational, behavioral, and ecological models underlying educational services to students with behavior disorders. Models are compared for their explanatory nature, implications for intervention, and how they address the scientific approach to behavior disorders. (DB)

In response to Forness and Kavale (2001), this article suggests that the new medical model they propose for intervention with children who have emotional or behavioral disorders does not go far enough and that a comprehensive treatment model should incorporate other evidence-based approaches to intervention. (Contains 7 references.) (DB)

In response to Forness and Kavale's (2001) argument that the field of emotional and behavioral disorders (E/BD) should adopt a "new" medical model, this commentary argues that the benefit of psychiatric diagnoses and pharmacologic treatments have not been established. It advocates a resistance-to-intervention approach to E/BD eligibility…

The intrinsic motivational concepts of self-determination, competence, and relatedness to others are considered as motivational underpinnings for deviant and devious school behavior within a schema to differentiate intentional misbehavior in terms of its reactive or proactive motivation. (Author/DB)

This discussion addresses changing problems and populations in the emotional/behavioral disorders field, the ever-shifting scientific models used in the field, and the concerted proactive response of the Council for Children with Behavioral Disorders to the needs of children and youth with emotional/behavioral disorders. (JDD)

Discussion of the problem of violence in children and adolescents offers a public health model of prevention and intervention which views prevention activity as either primary, secondary, or tertiary, depending on the stage to which a problem has progressed. A table lists conditions that exacerbate or contribute to violent behavior in the school…

The paper proposes a model which combines traditional metacognitive explanations for the acquisition of social skills in behaviorally disordered adolescents with situationally specific environment variables. Research is reported suggesting that newly learned social skills may not generalize to a wider variety of real life situations because social…

This article describes a four-step process designed to help educators in inclusive schools more effectively educate those students with emotional/behavioral disorders for whom education in general education classrooms has been deemed appropriate. School-wide structures and best practices are highlighted and a call for evaluating inclusive models…

Sutherland and Singh (2004) focus on the relationship between students' inappropriate behaviors and academic failure, articulating how this relationship may be mediated by learned helplessness in a reciprocally negative reinforcing cycle. In responding to their work, the authors suggest a thread of disciplined inquiry and contextual framework for…