This study compared teacher and parent ratings on the Homework Problem Checklist for 111 children (either learning disabled, behavior disordered, or typical; ages 7 to 17). The study found that both groups with disabilities experienced more problems than the typical children, and the group with behavioral disorders had the most pronounced…

This counterpoint to a comment (EC 601 662) about the authors' original paper (EC 600 431) argues that some educators' lack of tolerance for pupils who are socially maladjusted is not a valid reason for excluding those students from public schools and that change should be accomplished through system improvement more than through system…

A survey of 206 teachers of behaviorally disordered students found a relationship between teachers' theoretical approach and methodology, but little relationship between goals and philosophy or methodology. Teachers reported using instructional techniques not included in their preservice training program. (Author/JDD)

Discusses some difficulties that may be anticipated in facilitating teachers' use of functional-assessment procedures. Strategies are suggested for promoting acceptance of the functional-assessment process and for providing training and technical assistance to support its appropriate implementation. (CR)

Twelve author-contributed papers representing a cross-section of resarch, practice, and professional opinion are presented from a conference on severe behavior disorders of children and youth. The keynote paper, "In Search of Excellence in Special Education" by T. Lovitt is followed by these papers: "Autism: Some Commonly Accepted Presumptions"…

Surveys were completed by 50 Florida educators involved in programs for students with emotional and/or behavior disorders concerning the relationship between mental health professionals and educators. Seventy-one percent of respondents reported that contact time between teachers of students with emotional/behavioral disorders was not enough. When…

Compared nonhandicapped children, children rated low on social interaction, and children with physical or mental handicaps, on social competence measures. Found that, on several measures, nonhandicapped and speech impaired children were superior to children who were rated low on social interaction, behaviorally disordered, and developmentally…

A survey of 172 teachers of students with emotional/behavioral disorders found that 71% reported they currently use level systems for behavioral management. Analysis notes similarities and differences between level system users and nonusers, characteristics common to level systems, and inconsistencies in perceptions of effectiveness and…

A study obtained the ratings of parents, teachers, and youth for 16 adolescent girls who had been treated in a psychiatric hospital and 16 controls, for total behavior problems and competence. Only parents identified their hospitalized daughters as severely clinically disturbed and in need of mental health services. (Author/CR)

States that teacher resistance to making classroom modifications for students with Attention Deficit/Hyperactivity Disorder is partially due to a lack of administrative support. Offers numerous ways that administrators can offer support to teachers. Also gives information on alternative discipline policies. (MKA)

Internal consistency and construct and criterion-related validity of the Conners Teacher Rating Scale were studied with 540 students (ages 5-10), with emphasis on its utility as a measure of attention deficit-hyperactivity disorder and other disruptive behavior disorders. Internal consistency of factors ranged from .87 to .94. Convergent validity…

Objective: To survey teachers' beliefs about mental health service needs in inner city elementary schools. Method: A total of 119 teachers from six elementary schools in a major city in the midwestern United States were surveyed to assess their beliefs about the major mental health problems facing their schools, the major barriers to surmounting…

This study discusses the outcomes of a survey of 23 educators from 19 high schools on a block schedule in New Hampshire. Educators from each school were asked their perceptions of the effects of the block schedule on students identified as having emotional/behavioral disorders and/or attention deficit-hyperactivity disorders (ADHD) in comparison…

This paper addresses issues related to placement of students with emotional disabilities or behavior disorders and training of teachers who provide special education services for these students, particularly in rural areas. A survey of 68 special education directors and 43 teachers of students with emotional disabilities or behavior disorders in…

Phase I of this study sought to identify the specific social skills that 21 teachers of students with serious emotional disturbances (SED) and nine regular education teachers deemed as essential for successful classroom functioning. Subjects were asked to list such behaviors in four categories: environmental behaviors, interpersonal behaviors,…