The White House Conference of 1930, recognizing the importance of greater coordination of forces related to the education of exceptional children, urged that the United States Office of Education perform the services of a coordinating agency in this respect. The Office of Education, while ready to accept the responsibility, has been hampered by…

This article examines federal, state, and local initiatives that have influenced child welfare policy and practice on a national scale, with particular emphasis on those policies that offer opportunities for better coordination of services between mental health and child welfare agencies. The special circumstances of child welfare clients are…

This article discusses the importance of child advocacy and describes major challenges to advocates for students with emotional and behavioral disorders in three areas: legislative and judicial, educational, and media. Suggestions are offered for effective advocacy in each area. A list of resources for advocacy is also provided. (Contains…

Four challenges in the emotional/behavioral disorders field are discussed: implementation of empirically validated screening procedures; better understanding of the curriculum and instruction currently used to educate students with emotional disturbances; investigation of the relationship between underachievement and externalizing behaviors; and…

Results are reported for a three-year research and development project concerning the knowledge and skills that middle school teachers need to educate students with emotional and behavioral disorders in inclusive settings. Self-assessments of 26 teachers were analyzed in relation to ratings of behaviors of 73 students. Teachers reported only…

This examination of the needs of families with students who have emotional/behavioral disorders proposes that schools provide services in the areas of (1) community programs; (2) information services; (3) advocacy and resource use; (4) home and community parent/family training programs; and (5) parent/family support and counseling. (DB)

Presents a diagnostic teaching unit designed to identify effective teaching strategies for fourth- or fifth-grade students with learning or behavior disorders. The unit uses "The Popcorn Book" (de Paola) for activities to evaluate the effectiveness of teaching strategies across the content areas of reading, writing, and mathematics. (CR)

This article reviews the clinical literature regarding self-injurious behavior in infants and young children with particular emphasis on the developmental aspects of the behavior. It also discusses ways that the behavior is identified, methods of clinical assessment, and appropriate clinical interventions. The final section addresses unmet…

Culturally and linguistically diverse students with learning disorders (LD) and emotional or behavioral disorders (E/BD) have higher school dropout rates than their peers with and without disabilities. The primary purpose of this study was to determine how early potential dropouts could be identified. Research questions included the following: (a)…

A quasi-experimental design using student cases and non-random survey methods was used to investigate the influences of student educational labels, behaviors and learning characteristics as perceived by secondary career and technical education (CTE) instructors on occupational program expectations, modifications and accommodations, and…

Successful intervention for severely disruptive children is likely to require effort and collaboration among pediatric mental health specialists, parents, and school staff. Children with severe disruptive behavior disorders usually require follow-up with credentialed pediatric mental health specialists and may need special classrooms, schools, or…

This guide to help parents work in collaboration with the school team to enhance the education of their children with emotional or behavioral disorders considers special education and related services, special education evaluation, the individualized education program (IEP), school rules and policies, day treatment, residential placement,…

This collection of papers includes five articles on the education of students with emotional and/or behavioral disorders participating in the Georgia Psychoeducational Network Program (GPN). "Training Needs of Fully Certified BD Teachers in the Georgia Psychoeducational Network" (Robert J. Stansberry) found, in a survey of 203 certified…

The Center for Technology in Education (CTE), a partnership between Johns Hopkins University and the Maryland state department of education, developed a model for teaching autistic students that integrates technology-based instructional and behavioral supports into existing curriculum. The goal is to promote student gains in communication, social…

This textbook describes instructional methods designed to address the learning and behavioral problems typical of adolescent learners with learning disabilities, behavioral disorders, and mild mental retardation. Part 1 provides an overview of special education and adolescents and includes chapters on programming for adolescents with mild…