Six teachers of students with emotional/behavioral disorders were observed during reading instruction and interviewed. Three teachers provided some reading instruction that was documented as effective and designed to meet students' needs. Controlling student behavior through isolating students, providing extensive time for worksheets, and negative…

This paper identifies specific classroom management strategies for children with emotional and behavioral disorders (EBD) that have been supported by research, and offers evidence that these strategies are not being effectively implemented in classrooms. It suggests that classroom management strategies in experimental studies may not match the…

Addresses research-based issues related to preparing teachers and other professionals to work with children and youth with emotional and behavioral disorders. Discussion includes an identification of basic personnel preparation questions to be addressed, components of an effective training program, steps for establishing program effectiveness, and…

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

Three male students (ages 13-15) with behavior disorders/emotional disturbances were taught to self-monitor in 3 successive academic areas: reading, mathematics, and spelling. Students made gains in academic accuracy, productivity, and on-task behavior; and improvements were observed across all subject areas. (Author/JDD)

Four low-achieving fifth-grade African-American males with behavioral disorders tutored sight words to four low-achieving second-grade African-American males with behavioral disorders. The tutoring appeared to have positive effects on sight word vocabulary and positive social interactions for both tutors and tutees but not on self-perceptions of…

A study of 209 youngsters (ages 5-20) with emotional and/or behavior disorders examined perceptions of traits of so-called good teachers, including personality traits, respectful treatment of students, behavior management practices, and instructional skills. African-American students perceived personality traits and respectful treatment of…

The authors analyzed student data from the U.S. Department of Education's "Annual Reports to Congress on the Implementation of the Individuals with Disabilities Education Act" to asses patterns and trends in the educational placement of students with emotional or behavioral disorders (E/BD), as well as their means of school exit and the…

Inclusion of students with disabilities, including children and youth diagnosed with emotional and behavioral disorders, has been a prominent and contentious issue for decades. Yet, in spite of the extraordinary attention given this topic, there has been a general absence of empirically sound research to guide policy and practice. This article…

This study identified risk factors associated with unsuccessful discharge status of 134 students with serious emotional/behavioral disorders enrolled in a secondary-level, therapeutic day-treatment program. Major risk factors found were student substance abuse, involvement with juvenile services, and family living status. Application of…

Videotaped exemplars of social situations were successfully used to model, rehearse, and provide directed feedback of appropriate alternatives to aggressive behaviors by two male special education students (ages 13 and 14). Following a reduction in levels of aggressive behavior, peer willingness to interact with the students improved. (JW)

Coaching procedures of the Skillstreaming Curriculum for social skill development were evaluated for their effects on self-perceptions of social skills of 70 students with behavior disorders and their teachers' perceptions concerning social behaviors in classes. Pre-/postintervention data indicate very small differences in student perceptions and…

The adjustment of 130 high school graduates and 70 dropouts, all with behavioral disorders, is investigated, focusing on employment, living arrangements, leisure activities, coping mechanisms, and difficulties with law enforcement. Employed versus unemployed individuals are compared in terms of gender, vocational training received in high school,…

A direct observation procedure was used to evaluate first-grade children identified in kindergarten as at risk for development of conduct disorders based on behavior problem incidence rates of schools, teacher reports of school readiness, and parents' ratings of child behavior. High-risk kindergarten children demonstrated first-grade difficulties…

Direct observational data on 17 general educators and on eight matched pairs of middle school students with and without behavior disorders (BD) was collected. Teachers' use of student-centered practices versus teacher-directed classroom management practices was associated with positive and task-appropriate student behavior, but only for students…