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.…

This study examines whether a school-based preventive intervention for children with aggressive behavior affects children's academic outcomes when it is implemented by school counselors in a dissemination field trial. The Coping Power program targets empirical risk factors for aggressive behavior and focuses primarily on teaching social and…

Students with disabilities who engage in high rates of challenging behaviors require educators who employ function-based thinking and have a particular sensitivity to the wide range of factors that influence student behavior. In essence, educators working with special needs students need to know what makes their instruction "special"; they must…

Much of the work in youth violence prevention has been based in a public health model and guided by a developmental-ecological perspective on risk and prevention (Bronfenbrenner, 1979, 1988). A central tenet of developmental-ecological theory is that individual development is influenced by the ongoing qualities of the social settings in which the…

The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the "buy-in" and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and…

The authors used an alternating treatments design to compare the effects of a worksheet condition and an iPad condition on math fluency and active academic engagement during a high school math class in an alternative school setting. Following group instruction, the three participants engaged in independent seatwork either by completing problems on…

We report findings of two studies, one conducted in a rural school district (N = 982) and a second conducted in an urban district (N = 1,079), offering additional evidence of the reliability and validity of a revised instrument, the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE), to accurately detect internalizing and…

More and more, schools are considering the use of progress monitoring data for high-stakes decisions such as special education eligibility, program changes to more restrictive environments, and major changes in educational goals. Those high-stakes types of data-based decisions will need methodological defensibility. Current practice for…

This prospective longitudinal study investigated the association between childhood factors (individual, family, and school characteristics) and later antisocial behavior (official juvenile delinquency and adult crime) for students identified with high-incidence disabilities (i.e., learning disabilities, emotional disturbance). The sample consisted…

The vast majority of schools today are not prepared to support children's social behavior needs. One challenge is that teachers may not be knowledgeable of evidence-based practices that can be utilized with children. This study explored teachers' agreement ratings for evidence-based and nonevidence-based behavior management practices for children…

To determine if its current mission and purpose are in line with contemporary issues in the field, the Council for Children with Behavioral Disorders (CCBD) commissioned a 3-year project that included three separate but related studies. This mixed-methods research, carried out over a 20-month period during 2008-2010, was conducted as three…

The emphasis or focus of a professional association often shifts imperceptibly over time in ways that neither its membership nor its leadership seems able to recognize until pivotal events compel it to do so. The historical shift from psychodynamic to behavioral approaches in special education for children with emotional or behavioral disorders…

As a member of Council for Children with Behavioral Disorders (CCBD) for over 40 years, and having served on the Executive Committee (EC) for over 10, this author is firmly bonded to the organization, and appreciates the EC's efforts to address the challenges facing it today. Obviously, foremost among these challenges is a substantial decline in…

The author is pleased to see that the future directions of the Council for Children with Behavioral Disorders (CCBD) are being addressed. The celebration of the 50th birthday of the inception of CCBD has set the occasion to carefully examine the status quo of the organization and to set future directions, as appropriate. The authors of "New…

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…