The Availability of Program Descriptions among Programs for Seriously Emotionally Disturbed Students

1988 ◽  
Vol 13 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Judith K. Grosenick ◽  
Nancy L. George ◽  
Michael P. George
Keyword(s):  
Emotional Disturbance ◽  
Behavioral Disorders ◽  
Community Involvement ◽  
Emotionally Disturbed ◽  
Field Testing ◽  
Children And Youth ◽  
Student Needs ◽  
Professional Literature ◽  
Quality Programs ◽  
Seriously Emotionally Disturbed Children

This article addresses the value of program descriptions for the field of serious emotional disturbance/behavioral disorders and presents data collected on the availability of written programs for this population of students. The development and field testing of instrumentation used to collect these and other data on the characteristics of district-wide programs for seriously emotionally disturbed children and youth are described. The availability of program descriptions was assessed in eight areas: philosophy, student needs and identification procedures, student and program goals, instructional methods and curriculum, community involvement, program design and operation, exit procedures, and evaluation. Findings indicated that relatively few comprehensive program descriptions are available to program planners and developers in the field of behavioral disorders, leading to a conclusion similar to one drawn by other writers with regard to the availability of program descriptions in the professional literature — while many high quality programs are likely to exist in the field they have not been adequately described on paper.

Issues in the Education of Emotionally Disturbed Children

1981 ◽  
Vol 6 (4) ◽  
pp. 223-237 ◽  
Author(s):  
Bob Algozzine ◽  
Lee Sherry
Keyword(s):  
Emotional Disturbance ◽  
Emotionally Disturbed ◽  
Emotional Problems ◽  
Children And Youth ◽  
Treatment Programs ◽  
Assessment Practices ◽  
Individual Child ◽  
Wide Range ◽  
Emotionally Disturbed Children

Major issues facing educators and clinicians in the field of emotional disturbance in children and youth are centered around providing appropriate services to this population. Three major problems are discussed in relation to helping disturbed children. They are: (1) issues pertaining to assessment practices; (2) issues pertaining to the nature of emotional disturbance; and (3) issues pertaining to the treatment of emotional problems. Because of the wide range of theoretical backgrounds of practitioners in the field and because of non-standardized practices in defining, identifying, placing, and treating disturbed children these issues continue to cause widespread disagreements among professionals when implementing treatment programs. The need for objectively defining emotional problems and rationally designing programs to meet individual child needs is stressed.

Educational Programing for Children and Youth with Behavioral Disorders

1986 ◽  
Vol 11 (3) ◽  
pp. 208-212 ◽  
Author(s):  
David B. Center
Keyword(s):  
Behavioral Disorders ◽  
Emotionally Disturbed ◽  
Service Level ◽  
Health Needs ◽  
Children And Youth ◽  
Steady Increase ◽  
National Service ◽  
Educational Model ◽  
Mental Health Needs ◽  
Definition Of

In recent years, there has been a growing interest in the educational needs of children and youth with behavioral disorders and a growth in special education programs for these students. This growth is reflected in the steady increase in the national service level for this population. This paper presents a rationale for the use of an educational model for meeting the mental health needs of children and youth. The implications of the current definition of seriously emotionally disturbed students in PL 94-142 are examined relative to the programing needs of this population. The programing areas identified are discussed, and suggestions for programing approaches, materials, and resources are made.

Systematic Screening for Preschool Behavioral Disorders

1993 ◽  
Vol 18 (3) ◽  
pp. 177-188 ◽  
Author(s):  
Esther Sinclair ◽  
Melissa Del'homme ◽  
Maribel Gonzalez
Keyword(s):  
Behavioral Disorders ◽  
Large Scale ◽  
Decision Rules ◽  
Field Testing ◽  
Stage Iii ◽  
Professional Literature ◽  
Systematic Screening ◽  
Child Study ◽  
Pass Through ◽  
Study Teams

Research in the area of behavioral disorders suggests chronic problems in the underreferral and underrepresentation of at-risk children. Systematic preschool screening procedures for identifying such students are conspicuous by their absence in both the professional literature and actual practice. The present study adapted the elementary version of Systematic Screening for Behavior Disorders (SSBD) to a select preschool Head Start population. Primary modifications of the SSBD were made in the decision rules determining which children pass through the multiple gated system to the next stage. A secondary modification was the elimination of Stage III observation of Academic Engaged Time (AET) because of its developmental inappropriateness for preschoolers. Of the Stage II subjects, 58% passed into Stage III peer social behavior observations and 5% of the Stage III sample was referred to child study teams for further assessment. Implications for further research with this population, utilizing large-scale field testing and validation procedures, are presented and discussed.

A Challenging Future: Current Barriers and Recommended Action for Our Field

1997 ◽  
Vol 22 (3) ◽  
pp. 167-178 ◽  
Author(s):  
Jo Webber ◽  
Brenda Scheuermann
Keyword(s):  
Public Policy ◽  
Young People ◽  
Behavioral Disorders ◽  
Social Factors ◽  
Emotional And Behavioral Disorders ◽  
Children And Youth ◽  
Educational Programming ◽  
Recommendations For Action ◽  
Recommended Action

More children and youth are developing emotional and behavioral disorders (EBD) while services are dwindling. Social factors, unsympathetic public policy, and ineffective educational programming are formidable barriers for those of us who care about and work with these young people. However, we cannot desist in our responsibility as professionals. Through expanded expertise and ardent advocacy, we can make a difference in these regressive trends. This article presents an overview of current forces impinging on the field of EBD and offers some recommendations for action.

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

Emotional Disturbance/Behavioral Disorders and a Delphic Approach to the Future

1985 ◽  
Vol 10 (3) ◽  
pp. 198-210 ◽  
Author(s):  
Robert L. Carpenter
Keyword(s):  
Educational Attainment ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Random Sample ◽  
Behavioral Disorders ◽  
Delphi Technique ◽  
Special Education Administrators ◽  
The Future ◽  
Education Administrators ◽  
Year 2000

This study uses a Delphi technique to estimate the likelihood of a set of change statements concerning emotional disturbance/behavioral disorders. Using a national random sample of 900 teachers, special education administrators, and school psychologists through two rounds of responses, estimates are made regarding the likelihood and the desirability of the condition represented by each statement occurring by the year 2000. Results are compared by variables of experience in the field, occupation, and level of educational attainment. Despite certain significant differences between groups the preponderant conclusion is that there is general agreement among the population surveyed regarding their expectations and sentiments about the future of the field.

Intervention Research in Emotional and Behavioral Disorders: An Analysis of Studies from 1980–1993

1996 ◽  
Vol 21 (2) ◽  
pp. 125-136 ◽  
Author(s):  
Glen Dunlap ◽  
Karen E. Childs
Keyword(s):  
Behavioral Disorders ◽  
Experimental Research ◽  
Applied Research ◽  
Emotional And Behavioral Disorders ◽  
Intervention Research ◽  
Children And Youth ◽  
Assessment Data ◽  
Independent Variables ◽  
Dependent Variables ◽  
The Status

The purpose of the current study was to examine the status of experimental research on interventions designed to modify behaviors of children and youth with emotional and/or behavioral disorders (EBD). Twelve journals published between 1980 and 1993 were surveyed to explore possible trends in five descriptive dimensions of the research, including subject characteristics, settings, research design, dependent variables, and independent variables (interventions). In addition, the database was examined to determine whether interventions were based on individualized processes of assessment. The results showed negligible trends, and very few studies reported interventions that were individualized on the basis of assessment data. The discussion addresses the general status of intervention research and the need for applied research.

Problems Related to Underservice: A Rejoinder

2009 ◽  
Vol 34 (3) ◽  
pp. 172-180 ◽  
Author(s):  
James M. Kauffman ◽  
Richard L. Simpson ◽  
Devery R. Mock
Keyword(s):  
Personal Identity ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Children And Youth ◽  
Educational Services ◽  
Objective Data ◽  
Overwhelming Evidence ◽  
Central Argument

Objective data provide overwhelming evidence that children and youth with emotional and behavioral disorders (EBD) are underidentified and underserved. This was the central argument in our November 2007 Forum article to which Harry, Hart, Klingner, Cramer, and Sturges responded. In this rejoinder, we continue to assert the dramatic need to offer appropriate educational services to all children with EBD independent of their personal identity and characteristics. Although we identify areas of agreement with Harry et al., we challenge many of their assertions related to our article and continue to affirm that underservice of learners with EBD is the greatest challenge.

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