Presents a model for school-based, cognitive-behavioral groups for children manifesting problem behaviors. Discusses key aspects of organizational readiness to conduct this type of program, particularly the importance of having the support of the children's classroom teachers. Describes the child group format and content, including recommended…

A case study of a sixth-grade boy with traumatic brain injury and behavior problems illustrates the use of an in-school action team to provide behavioral support. The team included special and regular educators, parents, a vice principal, and a member of a school-wide team with behavioral expertise. (CR)

There is paucity in both the literature and in the practice of integrated, evidence-based models of residential care for youth. This article describes the assessment and the process that led to the redesign of services at a residential center. The article describes how evidence-based models for each of the four major disciplines (residential…

In light of a current movement in England and Wales toward integrating severely retarded students with those having more moderate learning difficulties, results of a survey are reported whose purpose was to identify numbers and characteristics of severely retarded students who exhibit disruptive challenging behaviors, the type of provisions…

This book is designed to help British educators successfully include students with emotional and behavioral difficulties into the mainstream school. It addresses the skills and strategies needed to support the emotional needs of pupils within the British National Curriculum framework and school improvement agenda. The book begins by examining the…

This resource guide provides information on teaching students with learning and behavioral difficulties. The introduction features information on identifying students with learning and behavioral differences, in-class intervention, referrals, and communication with parents. This part is followed by three sections on strategy development: (1)…

A survey of 172 teachers of students with emotional and behavioral disorders (EBD) investigated the extent of level system use in special education classrooms, characteristics of teachers and students who use level systems, characteristics of level system operation, teacher perceptions of level system effectiveness, and their satisfaction with…

In December 2001, Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) brought together representatives of 17 advocacy groups who are concerned about the provision of positive behavioral supports and mental health services for students with significant social, behavioral and/or emotional needs. The agenda for this group…

This monograph explores the social context of the school and how this context influences, for better or worse, the academic and social behavior of students. It reviews how most student behavior serves a meaningful purpose for the student and how similar behaviors may serve distinctly different functions for various students. It also explores how…

This brief report discusses the outcomes of a study that examined statewide behavioral initiatives (SBI) that involve general education, special education, or both. Forty-three state education agencies (SEAs) responded to a survey that investigated the development of SBI, focus of the SBI, and how well the SBI addresses the needs of students with…

This paper discusses how educators can apply positive behavioral support (PBS) to students with and without disabilities and conduct functional behavioral assessments (FBAs). It begins by describing the challenges that educators face in educating an increasingly heterogeneous population of students, including students with external and internal…

The San Diego (California) school-based Project for Attention-Related Disorders helped improve access to care and increase treatment for children with attentional problems. Of 110 intervention children followed for 3 years, 60-70% showed improvement after enrollment, evaluation, and treatment. Medical and nonmedical interventions were helpful in…

A study evaluated a consultative approach to assisting a middle school (n=617 students) in implementing empirically based school-wide behavior management practices. The effective behavior support program resulted in increased positive reinforcement for appropriate social behavior and decreased aggressive social behavior among students. Discipline…

Academic assessment for students with challenging behavior is often overlooked. Confronted with a curriculum that is above or below their instructional needs, students may engage in a range of inappropriate behaviors (e.g., acting-out, withdrawal, social avoidance). In that behavioral and learning problems are reciprocal, academically related…

Conjoint behavioural consultation (CBC) is an indirect form of service delivery in which parents and teachers are joined together in a collaborative effort to meet the academic, social, and behavioral needs of children. The purpose of this study was to illustrate the utility of CBC as a method of supporting the inclusion of 2 students with…