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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing 1 to 15 of 138 results
Involvement in Bullying among Children with Autism Spectrum Disorders: Parents' Perspectives on the Influence of School Factors
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Zablotsky, Benjamin; Bradshaw, Catherine P.; Anderson, Connie; Law, Paul – Behavioral Disorders, 2012
Children with developmental disabilities are at an increased risk for involvement in bullying, and children with autism spectrum disorders (ASDs) may be at particular risk because of challenges with social skills and difficulty maintaining friendships, yet there has been little empirical research on involvement in bullying among children with ASD.…
Descriptors: Prevention, Bullying, Autism, Structural Equation Models
Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with Autism in General Education Classrooms
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Strain, Phillip S.; Wilson, Kelly; Dunlap, Glen – Behavioral Disorders, 2011
Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent-Teach-Reinforce (PTR), was evaluated in general education settings with three…
Descriptors: Elementary School Students, General Education, Autism, Disabilities
A Descriptive, Multiyear Examination of Positive Behavior Support
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Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Cross-Setting Correspondence in Sociometric Nominations among Children with Attention-Deficit/Hyperactivity Disorder
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Mikami, Amori Yee; Hoza, Betsy; Hinshaw, Stephen P.; Arnold, L. Eugene; Hechtman, Lily; Pelham, William E., Jr. – Journal of Emotional and Behavioral Disorders, 2015
Peer problems are common among children with emotional and behavioral disorders (EBD). However, the extent to which children's peer functioning varies across settings is unknown, as is the incremental power of peer functioning in different settings in predicting subsequent psychopathology. Participants were 57 children with…
Descriptors: Children, Attention Deficit Hyperactivity Disorder, Peer Relationship, Psychopathology
Examining Needs and Referrals to Mental Health Services for Children in Residential Care in Spain: An Empirical Study in an Autonomous Community
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Sainero, Ana; Bravo, Amaia; del Valle, Jorge F. – Journal of Emotional and Behavioral Disorders, 2014
The aim of this study was to analyze the prevalence of mental health disorders in children living in residential care and their use of therapeutic services, including the relationship between these factors and social-family and intervention process variables, as well as the relationship among the disorders identified by professionals and the…
Descriptors: Referral, Mental Health, Health Services, Residential Care
Risk and Protective Factors of Emotional and/or Behavioral Disorders in Children and Adolescents: A Mega-Analytic Synthesis
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Crews, S. Dean; Bender, Hermine; Vanderwood, Mike; Cook, Clayton R.; Gresham, Frank M.; Kern, Lee – Behavioral Disorders, 2007
Professionals working with children who have severe emotional/behavioral disorders (E/BD) need to understand the risk and protective factors (RPFs) that are correlated with the development of these behavior patterns, for at least 3 reasons. First, significant numbers of students experience negative outcomes or fail to achieve positive outcomes.…
Descriptors: Behavior Patterns, Behavior Disorders, Adolescents, Emotional Disturbances
The Incremental Utility of Behavioral Rating Scales and a Structured Diagnostic Interview in the Assessment of Attention-Deficit/Hyperactivity Disorder
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Vaughn, Aaron J.; Hoza, Betsy – Journal of Emotional and Behavioral Disorders, 2013
The current study examined the incremental utility of rating scales, a structured diagnostic interview, and multiple informants in a comprehensive assessment of attention-deficit/hyperactivity disorder (ADHD). The sample included 185 children with ADHD (M[subscript age] = 9.22, SD = 0.95) and 82 children without ADHD (M[subscript age] = 9.24, SD =…
Descriptors: Attention Deficit Hyperactivity Disorder, Behavior Rating Scales, Clinical Diagnosis, Parent Attitudes
Associating Parental to Child Psychological Symptoms: Investigating a Transactional Model of Development
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Fanti, Kostas A.; Panayiotou, Georgia; Fanti, Savvas – Journal of Emotional and Behavioral Disorders, 2013
The current study investigated the longitudinal transactional association among paternal and maternal depressive symptoms and child internalizing and externalizing difficulties. Data were collected on preschool- to adolescent-age youth via a total of six assessments. The sample (National Institute of Child Health and Human Development [NICHD]…
Descriptors: Parent Child Relationship, Depression (Psychology), Symptoms (Individual Disorders), Correlation
Recent Randomized Clinical Trials Comparing Behavioral Interventions and Psychopharmacologic Treatments for Students with EBD
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Forness, Steven R.; Freeman, Stephanny F. N.; Paparella, Tanya – Behavioral Disorders, 2006
Although many psychopharmacologic treatments and behavioral or cognitive behavioral interventions have been established as evidence-based practices, they have seldom been directly compared to one another as to outcome in children with emotional or behavioral disorders (EBD). In this paper, we present findings from 6 recent randomized clinical…
Descriptors: Depression (Psychology), Behavior Disorders, Anxiety, Attention Deficit Disorders
Social Skills Training for Teaching Replacement Behaviors: Remediating Acquisition Deficits in At-Risk Students
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Gresham, Frank M.; Van, Mai Bao; Cook, Clayton R. – Behavioral Disorders, 2006
Social skills training has been recommended as an intervention for students having difficulty establishing meaningful social relationships with peers and teachers in school settings. Several meta-analyses of the relevant literature have shown weak to moderate effects, whereas other syntheses have shown somewhat larger effects. The meta-analyses…
Descriptors: High Risk Students, Intervention, Interpersonal Competence, Teacher Student Relationship
Special Education Implications of Point and Cumulative Prevalence for Children with Emotional or Behavioral Disorders
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Forness, Steven R.; Freeman, Stephanny F. N.; Paparella, Tanya; Kauffman, James M.; Walker, Hill M. – Journal of Emotional and Behavioral Disorders, 2012
Prevalence of children with emotional or behavioral disorders (EBD) is a critical component in the discussion of underidentification of children served in special education. This discussion has previously focused almost exclusively on point prevalence or the number of children with EBD presumably needing services at any single point in time.…
Descriptors: Emotional Disturbances, Behavior Disorders, Incidence, Children
Common Problem Behaviors of Children and Adolescents in General Education Classrooms in the United States
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Harrison, Judith R.; Vannest, Kimberly; Davis, John; Reynolds, Cecil – Journal of Emotional and Behavioral Disorders, 2012
The majority of incidence and prevalence studies on childhood behavioral problems report the occurrence of mental health disorders under diagnostic categories. A few studies report prevalence of specific behavior problems identified through direct observation, teacher surveys, or analyses of office discipline referrals. However, each possesses…
Descriptors: Behavior Problems, Student Behavior, Children, Adolescents
An Examination of Exposure to Traumatic Events and Symptoms and Strengths for Children Served in a Behavioral Health System of Care
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Whitson, Melissa L.; Connell, Christian M.; Bernard, Stanley; Kaufman, Joy S. – Journal of Emotional and Behavioral Disorders, 2012
The present study examined how exposure to traumatic events affects children with severe emotional disturbance who are being served in a school-based system of care. Multilevel growth curve models were used to examine the relationships between a child's history of traumatic events (physical abuse, sexual abuse, or domestic violence) and behavioral…
Descriptors: Family Violence, Sexual Abuse, Emotional Disturbances, Children
Differences in Levels of Functional Impairment and Rates of Serious Emotional Disturbance between Youth with Internalizing and Externalizing Disorders When Using the CAFAS or GAF to Assess Functional Impairment
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Francis, Sarah E.; Ebesutani, Chad; Chorpita, Bruce F. – Journal of Emotional and Behavioral Disorders, 2012
This investigation examined how two commonly employed measures of functional impairment (the "Child and Adolescent Functional Assessment Scale" [CAFAS] and the "Global Assessment of Functioning" [GAF] scale) perform with respect to assessing levels of functional impairment and, hence, identifying rates of serious emotional disturbance (SED) across…
Descriptors: Mental Health, Measures (Individuals), Emotional Disturbances, Functional Behavioral Assessment
An Oral History of First-Generation Leaders in Education of Children with Emotional/Behavioral Disorders, Part 2: Important Events, Developments, and People
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Zabel, Robert H.; Kaff, Marilyn S.; Teagarden, Jim M. – Journal of Emotional and Behavioral Disorders, 2011
As the second part of an oral history of education of students with emotional and behavioral disorders, 15 first-generation leaders were asked about the events, policies, and people that have had the most influence on their professional lives and to identify the most positive and most negative influences. Their videotaped responses to these…
Descriptors: Oral History, Early Intervention, Federal Legislation, Educational History
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