Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging…

Children with learning disabilities can be as sharp as their peers; however, they may find it challenging to write, read, reason out information, spell things correctly, or process information. Due to this, it is critical for students to understand the ways of learning that suit them the best. They may not be aware of the different ways they can…

In this quantitative, archival study, academic achievement and self-concept scores were compared for middle-school students with EBD based on whether the students had been placed into a self-contained learning environment (SCLE) or a mainstreamed least restrictive environment (MLRE). Academic achievement scores and self-concept scores for 2007…

This study of 182 secondary special education students with emotional and/or behavioral disorders investigated their classification by their school districts, in particular how well they were distinguished and represented by their federal categories. The districts used four classification groups (emotional disturbance, other health impairment…

This study examined outcomes with 170 children and youth admitted to residential treatment with complex mental health problems. Overall, outcomes at 2 years post-treatment was predicted by children and youth's behavioral pretreatment status reflected in lower internalizing and externalizing behavior at admission. These findings recognize a cluster…

In spite of recent education reform and reorganization efforts requiring the use of research-based methods, the fundamental elements of an effective program for children and youth with emotional and behavioral disorders (EBD) have not been succinctly identified. This article presents the essential features of programs for students with EBD.…

Systems of care can be used to help coordinate and direct resources both external and internal to a school, thereby providing critical supports for students with emotional and behavioral challenges that historically have not been available to educators. In this study, hierarchical linear modeling was used to longitudinally examine school…

Methylphenidate (MPH) often ameliorates attention-deficit/hyperactivity disorder (ADHD) behavioral dysfunction according to "indirect" informant reports and rating scales. The standard of care behavioral MPH titration approach seldom includes "direct" neuropsychological or academic assessment data to determine treatment…

We examined the differential outcomes in residential treatment for youths with conduct disorder (CD)--with special attention paid to interactions with age and gender--in a sample of children and adolescents in 50 residential treatment centers and group homes across Illinois. Multi-disciplinary teams rated youths ages 6-20 (N = 457) on measures of…

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

Studied academic underachievement (AU) among 177 clinic-referred boys diagnosed with either attention-deficit hyperactivity disorders (ADHD) or conduct disorders (CD). AU was associated with both ADHD and CD when disorders were examined individually. When examined in multivariate logit model analyses, apparent relation between CD and AU was found…

Educators continue to seek effective behavior management strategies and therapeutic techniques to help students with emotional disturbance and behavior disorders to manage their own behavior and to achieve academically. One strategy employed to overcome the challenges is the use of a level system in the classroom. Level systems are often used with…

A previous project by the Foundation for People with Learning Disabilities analysed data that had been collected by the Office for National Statistics (ONS) in 1999 in their survey of the mental health of children and adolescents in Great Britain. The Foundation found that in this nationally representative sample of just over 10,000 children, 39%…

Compared cross-age and peer tutoring interventions conducted within special education settings. In Experiment 1, learning disabled (LD) and behaviorally disordered (BD) students tutored younger LD and BD students. In Experiment 2, same-age LD and BD students alternated tutor and tutee roles. In both experiments, tutors and tutees exhibited…

This paper describes the development of the Behavioral and Emotional Strengths Scale (BESS), developed as part of a program which focuses on strengths of children usually seen as having severe emotional and/or behavioral disorders. The BESS is a 68-item scale that identifies children's behavioral strengths on five dimensions: (1) self-control; (2)…