Medicating Students with Emotional and Behavioral Disorders and ADHD: A State Survey

1996 ◽  
Vol 21 (4) ◽  
pp. 306-314 ◽  
Author(s):  
Veronica A. Runnheim ◽  
William R. Frankenberger ◽  
Michael N. Hazelkorn
Keyword(s):  
High School ◽  
High School Students ◽  
Behavioral Disorders ◽  
Junior High School ◽  
Emotional And Behavioral Disorders ◽  
Maladaptive Behavior ◽  
School Students ◽  
Hyperactivity Disorder ◽  
Morning Dosage ◽  
Students With Ebd

Three-hundred and ninety-six teachers of students with emotional and behavioral disorders (EBD) in Wisconsin provided information about 1,300 students in their classes who were receiving medication for treatment of Attention Deficit Hyperactivity Disorder (ADHD). Results of the survey revealed that 40% of elementary school, 32% of middle/junior high school, and 15% of high school students with EBD were identified as having ADHD and were being treated for it with medication. The teachers reported that the most common types of medication were Ritalin (66%), Dexedrine (11 %), Cylert (7%), and Imipramine (5%). The most frequent morning dosage for Ritalin and Dexedrine was 10 mgs. Teachers of students with EBD did not believe that ADHD was under-diagnosed, and they did believe that medication effectively reduced maladaptive behavior.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2020 ◽  
pp. 126-151
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

High School Students With Emotional and Behavioral Disorders Perceptions of School Climate

2020 ◽  
pp. 104420732093480
Author(s):  
Nicholas A. Gage ◽  
Dennis A. Kramer ◽  
Kaci Ellis
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
School Climate ◽  
Behavioral Disorders ◽  
Multilevel Models ◽  
Emotional And Behavioral Disorders ◽  
Climate Data ◽  
School Students ◽  
Perceptions Of School

Students with emotional and behavioral disorders (EBDs), particularly those in high school, present myriad challenges for educators. Although research suggests that students with EBDs experience schooling differently than their peers, few studies have examined differences in perceptions of school climate. School climate is a multidimensional construct consisting of students’ perceptions of physical and social school environments. To address this gap, we leveraged school climate data from more than 350,000 high school students, including more than 5,000 with or at risk for EBDs, in Georgia. We estimated a series of multilevel models and found that students with or at risk for EBDs consistently report more negative perceptions of school climate than their peers across all school climate domains. We also examined whether individualized education program (IEP) services affected perceptions for students with EBDs, finding more positive perceptions for some domains for students with IEP services for EBDs compared with students with EBDs, but no IEP services. Implications and limitations are then discussed.

scholarly journals Psychosocial Adjustment and Mental Distress Associated With In-Game Purchases Among Japanese Junior High School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Hiroki Shinkawa ◽  
Tomonari Irie ◽  
Masanori Tanaka ◽  
Kengo Yokomitsu
Keyword(s):  
High School ◽  
High School Students ◽  
Psychosocial Adjustment ◽  
Junior High School ◽  
Behavioral Problems ◽  
Mental Distress ◽  
Junior High ◽  
Junior High School Students ◽  
Maladaptive Behavior ◽  
School Students

In-game purchases, including microtransactions and loot box spending, are the monetization systems of free-to-play online games. Although some studies have suggested that excessive in-game purchases increase the risk of psychosocial maladjustment and mental distress as well as predict future problematic gaming and gambling practices, empirical studies on problematic behavioral patterns related to in-game purchasing among adolescents are lacking. This study sought to explore whether knowing the style of in-game purchases (non-purchase, planned purchase, or unplanned purchase) could be useful when characterizing maladaptive behavior among adolescents from the perspective of psychosocial adjustment and mental distress. A total of 335 junior high school students (aged 12–15 years) participated in the survey and completed a questionnaire assessing daily online gaming usage, in-game purchases, psychosocial adjustment, and mental distress. The results showed that (1) 30.7% of students had previously made in-game purchases, and at least 14.0% had made unplanned in-game purchases; (2) 19.2% of the users who had made unplanned purchases had spent greater than or equal to their actual monthly allowance within the past month, and (3) unplanned purchase gamers exhibited more behavioral problems and peer problems regarding psychosocial adjustment compared to planned purchase gamers, and more overall difficulties compared to non-purchasers. Meanwhile, more hyperactivity/inattention was seen among in-game purchasers compared to non-purchasers, regardless of whether the purchase was planned or unplanned. These findings support that understanding whether adolescents make unplanned in-game purchases could be a useful approach to describing the characteristics of online gamers with maladaptive tendencies.

Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

2022 ◽  
pp. 369-395
Author(s):  
Lauren R. Tidmore
Keyword(s):  
High School ◽  
At Risk ◽  
High School Students ◽  
Social Skills ◽  
Behavioral Disorders ◽  
Emotional And Behavioral Disorders ◽  
Composite Score ◽  
Social Skills Intervention ◽  
School Students ◽  
Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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