The Disproportionality Dilemma: Patterns of Teacher Referrals to School Counselors for Disruptive Behavior

2012 ◽  
Vol 90 (2) ◽  
pp. 177-190 ◽  
Author(s):  
Julia Bryan ◽  
Norma L. Day-Vines ◽  
Dana Griffin ◽  
Cheryl Moore-Thomas
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
Teacher Referrals

Determining Evidence-Based Outcomes in School-Aged Youth: Free-Access Instruments for School Counselor Use

2019 ◽  
Vol 22 (1b) ◽  
pp. 2156759X1983443 ◽  
Author(s):  
Gerta Bardhoshi ◽  
Nicole Cobb ◽  
Bradley T. Erford
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
School Counselor ◽  
Cost Effective ◽  
Counseling Services ◽  
Free Access ◽  
Assessment Instruments ◽  
Evidence Based ◽  
Group Interventions ◽  
Effective Manner

School counselors must demonstrate effectiveness of counseling services in a cost-effective manner. This article reviews and applies commonly used, free-access assessment instruments for use with school-aged youth to provide evidence of effective individual, small-group, and large-group interventions. We present instruments assessing depression, anxiety, disruptive behavior, and trauma, so that school counselors can learn basic administration, scoring, interpretation procedures, and psychometric utility to allow immediate use with diverse students.

School Counselors Serving Students with Disruptive Behavior Disorders

2012 ◽  
Vol 16 (2_suppl) ◽  
pp. 2156759X1201600 ◽  
Author(s):  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
Behavior Disorders ◽  
Disruptive Behavior Disorders ◽  
Adjustment Disorder ◽  
Intermittent Explosive Disorder ◽  
Cultural Considerations ◽  
Oppositional Defiant ◽  
Community Stakeholders ◽  
Health Disorders

School counselors are in a prime position to collaborate with school and community stakeholders to both prevent and respond to the challenges experienced and exhibited by students with one or more disruptive behavior disorders (DBD). In this article, the DBDs discussed include conduct disorder, oppositional defiant disorder, intermittent explosive disorder, and adjustment disorder with disturbance of conduct. After a brief examination of the costs, classifications and characteristics, comorbidity, and prevalence of this category of mental health disorders, this article presents risk factors and cultural considerations. Finally, the author explores implications and interventions for school counselors.

The Effects of A Group Counseling Intervention On Students With Behavioral Adjustment Problems

2018 ◽  
Author(s):  
J. Ron Nelson ◽  
Cass Dykeman ◽  
Sandy Powell ◽  
Dave Petty
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
Group Counseling ◽  
Externalizing Behavior ◽  
Behavioral Adjustment ◽  
Male Students ◽  
Adjustment Problems ◽  
Substantial Role ◽  
Counseling Intervention ◽  
Behavioral Group

Cognitive-behavioral group counseling was studied with students that exhibited externalizing behavior. A total of 24 male students (12 control and 12 experimental) who exhibited externalizing behavior participated in this study. The intervention resulted in clear and salutary changes in the behavioral adjustment of students. The intervention demonstrates that school counselors can play a substantial role in remediating and preventing disruptive behavior in schools.

School Counselors Serving Students with Disruptive Behavior Disorders

2013 ◽  
Vol 16 (4) ◽  
pp. 2156759X1501604 ◽  
Author(s):  
Tim Grothaus
Keyword(s):  
School Counselors ◽  
Disruptive Behavior ◽  
Behavior Disorders ◽  
Disruptive Behavior Disorders ◽  
Adjustment Disorder ◽  
Intermittent Explosive Disorder ◽  
Cultural Considerations ◽  
Oppositional Defiant ◽  
Community Stakeholders ◽  
Health Disorders

School counselors are in a prime position to collaborate with school and community stakeholders to both prevent and respond to the challenges experienced and exhibited by students with one or more disruptive behavior disorders (DBD). In this article, the DBDs discussed include conduct disorder, oppositional defiant disorder, intermittent explosive disorder, and adjustment disorder with disturbance of conduct. After a brief examination of the costs, classifications and characteristics, comorbidity, and prevalence of this category of mental health disorders, this article presents risk factors and cultural considerations. Finally, the author explores implications and interventions for school counselors.

An Investigation of Sex-Bias in Classroom Teachers' Speech and Language Referrals

1980 ◽  
Vol 11 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Ellen Marie Silverman ◽  
Katherine Van Opens
Keyword(s):  
School Districts ◽  
Voice Disorders ◽  
Communication Disorders ◽  
Sixth Grade ◽  
Sex Bias ◽  
Classroom Teachers ◽  
Communication Disorder ◽  
Primary Procedure ◽  
Teacher Referrals ◽  
Grade Classroom

Kindergarten through sixth grade classroom teachers in four school districts completed questionnaires designed to determine whether they would be more likely to refer a boy than a girl with an identical communication disorder. The teachers were found to be equally likely to refer a girl as a boy who presented a disorder of articulation, language, or voice, but they were more likely to refer a boy for speech-language remediation who presented the disorder of stuttering. The tendency for the teachers to allow the sex of a child to influence their likelihood of referral for stuttering remediation, to overlook a sizeable percentage of children with chronic voice disorders, and to be somewhat inaccurate generally in their referrals suggests that teacher referrals are best used as an adjunct to screening rather than as a primary procedure to locate children with communication disorders.

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