Many school systems are adopting three-tiered models of prevention (e.g., Response to Intervention and Positive Behavior Support) to support an increasingly diverse student population (Sugai, Horner, & Gresham, 2002). A central feature of these models is that data are monitored to determine responsiveness. We offer this paper as a guide for…

Little is known about the academic processing speed (i.e., rapid automatic naming and academic fluency) of children and adolescents with emotional and behavioral disorders (EBD) served in public school settings. A cross-sectional design was used to investigate the (a) percentage of K-12 students with EBD served in public school settings with…

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management…

Research on the effectiveness of cognitive-behavioral therapy, and in particular, exposure with response prevention for Obsessive-Compulsive Disorder (OCD), has only been systematically evaluated in children and adolescents ages 7-17. These treatments do not address the unique characteristics of young children with OCD. This paper discusses…

This paper reviews the research concerning critical elements of early intervention with children at risk for emotional/behavioral disorders. It examines: (1) literature search procedures and criteria; (2) conduct of the intervention including participant characteristics, types of interventions, types of measures, age of onset, and length of…

This study describes and documents reliability reporting practices in dissertation studies that have used the "Behavior Assessment System for Children" (BASC). Only 9 of 106 studies examined reported reliability for subpopulations. The lack of reliability score estimates has implications for use of the BASC to identify culturally diverse students…

Momentary time samples (MTS) of 2, 4, and 6 minutes were compared to continuous recording samples of on-task behavior for three elementary-aged students with emotional/behavioral orders (EBD). Results indicated that the 2-minute, but not the 4- or 6-minute, interval MTS were consistent with the continuous measure. Implications for research and…

Traditional functional analysis procedures were combined with a functional assessment interview and etiological theories to evaluate functions of nail biting in six children. Environmental restriction in combination with other variables appeared to control nail biting. A habit reversal intervention was generally effective but was less effective…

In light of the discipline provisions of the Individuals with Disabilities Education Act emphasizing functional assessments and positive behavioral interventions as well as new responsibilities for the Individualized Education Program team, this article discusses the problems that school divisions are encountering when implementing these…

Two studies examined the validity of a self-report instrument that assesses occupational stressors in teachers of students with emotional and behavioral disorders (EBD). Differences were found in the stress management resources of low and high scoring EBD teachers on the measure and between scores of EBD and general education teachers, although…

Identifies major issues in current research on child sexual-abuse prevention including the effectiveness of assessment methods, potential side-effects of prevention programs, the developmental appropriateness of programs, the differential effectiveness of presenters of prevention materials, parental involvement in sexual-abuse prevention efforts,…

This study examined the representativeness of a time-sampling observational procedure to evaluate students with behavior disorders by examining error in samples of varying size in comparison to a criterion measure. Analyses of both single subject and multiple subject designs suggested that samples of 16 to 20 observational sessions of eight-minute…

A review of 20 research studies on the use of constant time delay in teaching chained tasks is analyzed in regard to demographic variables (participants, settings), procedural variables (probe format, delay sessions), outcome measures (effectiveness, generalization), and methodological adequacy (dependent and independent variable reliability). (DB)

Ten junior high students with developmental disabilities were studied using three conditions--different listening, repeated listening, and repeated listening with immediate retells--to observe the retention and fluency of delayed retelling. Results indicated that repeated listenings of an audiotaped instruction with immediate retells correlated…

Three low-achieving third-grade children were exposed to "report-do-report" correspondence training as a reinforcement program to improve academic performance. Intervention involved teaching the children to prompt praise following completing math work, in both training and classroom settings. Students also reported planned behaviors in their…