Relationships of Aggression Subtypes and Peer Status Among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms

2014 ◽  
Vol 22 (2) ◽  
pp. 111-128 ◽  
Author(s):  
Ana Carolina Useche ◽  
Amanda L. Sullivan ◽  
Welmoet Merk ◽  
Bram Orobio de Castro
Keyword(s):  
General Education ◽  
Peer Status ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Aggression Subtypes

Behavioral and Emotional Problems Among Preschool Children in Pediatric Primary Care: Prevalence and Pediatricians' Recognition

PEDIATRICS ◽  
1993 ◽  
Vol 91 (3) ◽  
pp. 649-655 ◽  
Author(s):  
John V. Lavigne ◽  
Helen J. Binns ◽  
Katherine Kaufer Christoffel ◽  
Diane Rosenbaum ◽  
Richard Arend ◽  
...  
Keyword(s):  
Primary Care ◽  
Preschool Children ◽  
Behavioral Problems ◽  
Child Behavior Checklist ◽  
Behavioral Problem ◽  
Behavioral Disorder ◽  
Prevalence Rates ◽  
Emotional Behavioral Disorder ◽  
Child Psychologists ◽  
Second Stage

This study examined how well private-practice pediatricians can identify emotional/behavioral problems among preschool children. Children aged 2 through 5 (N = 3876) were screened during a visit to 1 of 68 pediatricians who rendered an opinion about the presence of emotional/behavioral problems. Subsequently, children who scored above the 90th percentile for behavioral problems on the Child Behavior Checklist, along with children matched on age, sex, and race who had screened low, were invited for an intensive second-stage evaluation. There were 495 mothers and children who participated in that evaluation, which included a behavioral questionnaire, maternal interview, play observation, and developmental testing. Two PhD-level clinical child psychologists rendered independent opinions about the presence of an emotional/behavioral disorder. The psychologists identified significantly higher rates of problems overall—13.0% when the criterion was independent agreement that the child had an emotional/behavioral problem and a regular psychiatric diagnosis was assigned, vs 8.7% based on pediatricians' ratings. Prevalence rates based on psychologists' independent ratings were significantly higher than pediatricians' for both sexes, 4- through 5-year-olds, and whites, but not for 2- through 3-year-olds, African-Americans, and all minorities. Prevalence rates based on psychologists' ratings were significantly higher than the pediatricians' for all subgroups when V-code diagnoses were included in the psychologists' ratings. Overall, pediatricians' sensitivity was 20.5%, and specificity was 92.7%. At least 51.7% of the children who had an emotional/behavioral problem based on the psychologist's independent agreement had not received counseling, medication, or a mental health referral from the pediatrician. It is concluded that a substantial number of preschool children with behavior problems in primary care are not being identified or treated.

scholarly journals Possibilities for Home and School Partnering Interactions Among Children with Emotional and Behavioral Disorders and Attachment Issues

2017 ◽  
Vol 9 (1) ◽  
pp. 90-94
Author(s):  
Candace Schlein ◽  
Raol J. Taft
Keyword(s):  
Challenging Behaviors ◽  
Life Quality ◽  
Reactive Attachment Disorder ◽  
Behavioral Disorder ◽  
Special Issue ◽  
Attachment Disorder ◽  
Emotional Behavioral Disorder ◽  
Reactive Attachment ◽  
Outcomes For Children ◽  
Students With Ebd

Background: Students with Emotional Behavioral Disorder (EBD) and those with attachment issues, such as Reactive Attachment Disorder (RAD), present school professionals with some of the most challenging behaviors experienced in schools. Family participation can be critical for promoting positive outcomes for children with behavioral concerns. Positive school and family partnering interactions can positively impact students behaviorally, academically, and socially. Objective: This article aims to provide an introductory framing for this special issue regarding school and family partnering interactions among students with EBD, including those with attachment issues, such as RAD. Method: Qualitative research was employed to consider this topic across included special issue articles. Conclusion: A variety of studies showcase ways of effectively attending to the experiences of students with EBD and RAD and their families. There is further much that might be gained by making use of an interdisciplinary lens for approaching this issue, such as from the perspective of education, psychotherapy, educational psychology, and family studies. This multi-perspectival approach might contribute to the life quality and success of youth with EBD and RAD and their families.

Trial-Based Functional Analyses With a Student Identified With an Emotional and Behavioral Disorder

2017 ◽  
Vol 43 (4) ◽  
pp. 423-435 ◽  
Author(s):  
Timothy F. Flanagan ◽  
Ruth M. DeBar
Keyword(s):  
Functional Analysis ◽  
Data Collection ◽  
Problem Behavior ◽  
Natural Environment ◽  
Developmental Disorders ◽  
Classroom Teacher ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Functional Analyses ◽  
Collection Methods

A trial-based functional analysis (TBFA) offers several advantages beneficial for classroom settings. TBFA can be completed rapidly, requires fewer resources than traditional functional analyses (FAs), can occur in the natural environment during typically scheduled activities, and involves less intense data collection methods. However, a number of areas remain to be explored including whether TBFA can be applied to populations beyond those with developmental disorders and whether modifications typically employed in traditional FAs (e.g., idiosyncratic functions) can be applied to TBFA. The present study built upon existing research by completing TBFA with a student identified with an emotional behavioral disorder (EBD), modifying conditions to explore idiosyncratic variables that may be responsible for problem behavior, and including the classroom teacher during the TBFA.

General Education Teachers’ Use of Evidence-Based Practices: Examining the Role of Student Race and Risk Status

2019 ◽  
Vol 45 (3) ◽  
pp. 183-192
Author(s):  
Ambra L. Green ◽  
Timothy J. Lewis ◽  
Amanda A. Olsen
Keyword(s):  
At Risk ◽  
General Education ◽  
General Education Teachers ◽  
Behavioral Disorder ◽  
Evidence Based ◽  
Title 1 ◽  
Evidence Based Practices ◽  
Opportunities To Respond ◽  
Demographic Groups ◽  
Specific Feedback

This exploratory study occurred in Title 1 schools located within a large urban area. The sample included 23 general educators and 551 students in second through fifth grade, with 57 students identified as at risk for an emotional or behavioral disorder. The purpose of this study was to determine (a) to what extent general education teachers used evidence-based practices—specifically, opportunities to respond, positive specific feedback, and precorrections—during classroom instruction, and (b) if those practices occurred at different rates across demographic groups (i.e., race and disability risk). The results indicated that teachers used higher rates of opportunities to respond and positive specific feedback with students not at risk compared with at-risk students. We did not find main effects of race or race-by-disability risk interaction effects. These findings support the need to continue examining teachers’ differing uses of evidence-based practices.

Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School

2020 ◽  
Vol 28 (3) ◽  
pp. 131-143
Author(s):  
Jamilia J. Blake ◽  
Danielle M. Smith ◽  
Asha Unni ◽  
Miner P. Marchbanks ◽  
Steve Wood ◽  
...  
Keyword(s):  
African American ◽  
White Students ◽  
Hispanic Students ◽  
School Personnel ◽  
The United States ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Disability Categories ◽  
State Educational ◽  
Students With A Disability

African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed.

scholarly journals Neurodevelopmental Disorders in the PICU Population

2017 ◽  
Vol 57 (8) ◽  
pp. 913-919 ◽  
Author(s):  
Sarah A. Sobotka ◽  
Sarah Peters ◽  
Neethi P. Pinto
Keyword(s):  
Critical Illness ◽  
Developmental Disorders ◽  
Pediatric Intensive Care ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Hyperactivity Disorder ◽  
High Prevalence ◽  
Adhd Children ◽  
And Behavior ◽  
The Impact

Attention deficit hyperactivity disorder (ADHD), affecting 11% of children and adolescents, increases risk for injury and may predispose children to illness. However, the prevalence of ADHD and other developmental disorders in the pediatric intensive care unit (PICU) has not been previously studied. We performed a single-center, prospective cohort study of children aged 6 to 12 years who were hospitalized in the PICU from May through August 2016. Parents described their child’s educational and neurodevelopmental history, and completed ADHD and emotional/behavioral disorder screening on enrollment and 1 month after discharge. Twenty-four children were enrolled. Ten patients (42%) had a prior neurodevelopmental diagnosis, and 7 (29%) met study criteria for ADHD. Children hospitalized for critical illness have a high prevalence of neurodevelopmental disabilities and are more susceptible to the impact of critical illness on development and behavior. More research is needed to better understand how to support this vulnerable population after critical illness.

Lessons from Policy Decisions: Politics and Services for Students with Emotional and Behavioral Disorders

1993 ◽  
Vol 18 (3) ◽  
pp. 205-217 ◽  
Author(s):  
Elizabeth B. Kozleski ◽  
Kay Cessna ◽  
Sue Bechard ◽  
Jackie Borock
Keyword(s):  
Behavioral Disorders ◽  
Decision Process ◽  
Emotional And Behavioral Disorders ◽  
Emotional Disorder ◽  
Policy Implications ◽  
Behavioral Disorder ◽  
Policy Decisions ◽  
Policy Area ◽  
Emotional Behavioral Disorder ◽  
Significant Change

The change in the label of significantly identifiable emotional/behavioral disorder to significantly identifiable emotional disorder did not result in a significant change in the numbers of students identified in this category. Policy implications of the decision process are discussed along with recommendations for more visibility in the policy area.

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