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

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.

Neurodevelopmental Disorders in the PICU Population

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.

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

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

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.

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

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.