Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as…

It is assumed that students with EBD who have more severe deficits in academic, behavior, and/or social domains are placed in more restrictive settings. However, this assumption has not been empirically tested. This study compared students educated in self-contained classrooms to students educated in a self-contained school to determine if the…

Little attention has been dedicated to monitoring the educational progress of students with EBD receiving services in restrictive settings, using empirically validated tools and procedures. This study compared the progress of students with EBD receiving special education services in either a self-contained school or self-contained classrooms to…

A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground.…

Although the task of intervening with transition-age youth with emotional and behavioral disorders (EBD) may be daunting, this area of inquiry is sorely needed. In this introductory article, the authors discuss the scarcity of available research involving students with EBD at the secondary level and the importance of meeting these students'…

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD (n = 49) were compared on nine measures in academic, behavioral, and social domains using…

Results of a study indicate that of 37 students who met the criteria for hyperactivity-impulsivity-inattention and conduct problems in third grade, 13 continued to meet the criteria in fifth grade. Students who remained stable, who improved, or who became worse differed significantly on key risk and protective variables. (Contains references.)…

This introductory article to this special issue considers four reasons why there has been little research on the academic needs of students with emotional and behavioral disorders: (1) student behavior interferes with instruction; (2) students influence teacher behavior; (3) lack of teacher preparation; and (4) lack of research. (Contains…

This study examined the effectiveness of a modified and comprehensive version of the "Open Court Reading Curriculum" with two groups of children with emotional and/or behavior disorders. Results showed moderate gains in reading achievement but no changes in observed problem behaviors. (Contains references.) (Author/DB)

Three groups of third-grade students classified as either Externals (n=30), Internalizers (n=55), or Controls (n=96) were contrasted on 19 measures in social and academic domains. Results indicate large differences between externalizing and internalizing groups compared with controls; however, both externalizing and internalizing groups had…

This study examined the effectiveness of a phonological awareness reading intervention with seven first-graders at risk for conduct and attention problems. Findings support the efficacy of the program but suggest the intervention may not have been of sufficient intensity and duration to produce lasting changes and produce beginning reading skill…

This article reviews the characteristics of children who exhibit a behavior pattern characterized by hyperactivity-impulsivity-inattention coupled with conduct problems such as fighting, stealing, truancy, noncompliance, and arguing. Procedures for early identification of these so-called "fledgling psychopaths" are described and discussed.…