More than 10,000 schools in the United States have adopted the multi-tiered model of behavioral and academic supports known as school-wide positive behavior interventions and supports (PBIS). Schools and districts adopting, implementing, and sustaining PBIS are charged with collecting and disseminating data generated by and related to students,…

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…

The empirical, conceptual, and theoretical knowledge of early-career EBD teachers was assessed two years after student teaching and compared to their ratings of the importance of specific instruction and classroom management competencies as well as to their application of those competencies. Twelve teachers, six elementary and six secondary, with…

The author urges the field of education for children with emotional or behavioral disorders to address three critical areas: (1) developmental psychopathology (to improve early identification and prevention); (2) psychiatric comorbidity (e.g., disruptive disorders present with depression or anxiety disorder); and (3) psychopharmacology (especially…

Reflections on the field of special education offer six ideas: (1) the value of science; (2) the continuing value of separate and special education for some students; (3) the continuing importance of prevention; (4) the importance of academic instruction; (5) the importance of social justice for the poor; and (6) a renewed emphasis on human…

Reflections on the field of special education include observations, such as a looming crisis for students with emotional/behavioral disorders and future challenges. Associated suggestions include: (1) make prevention appealing; (2) work toward more interdisciplinary collaboration; and (3) advocate for research supported methodologies. (Contains…

Reflections on the field of special education find a continuing gap between research and practice, especially in serving students with emotional and/or behavioral disorders. It urges increasing public awareness of the reality of emotional and behavioral disorders, improving special education teacher training and establishing professional…

This paper examines the role of effective practices in making education "special" for students with emotional and/or behavior disorders and discusses barriers and potential solutions for translating research into practice. These include accessibility of the literature base, teacher training and the role of teacher educators, support to implement…

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…

Teachers (n=366 and grades K-12) rated 30 social skills for their importance to school success. Results suggest that all teachers viewed cooperation and self-control skills as more important than assertion skills. Middle school teachers had the most homogeneous expectations. General education teachers viewed assertion and cooperation skills as…

This study evaluated a multi-level intervention with primary and secondary levels of support with 210 at-risk students. Findings suggest that a multi-level intervention program containing literacy and behavioral components can improve reading achievement of students, regardless of level of risk. However, statistically significant changes on…

This study of Texas' charter schools examined whether these schools are complying with federal law concerning the education of students with disabilities. Examination of state records and interviews with charter school administrators raised serious questions about whether children and adolescents with special needs have equal access to quality,…

This article examines the development of conduct disorder (CD) in children and adolescents using Hans Eysenck's biosocial theory of personality. Eysenck's antisocial behavior hypothesis is discussed and intervention suggestions based on this theory are presented. The interactions of temperament-based personality profiles with interventions for CD…

This article offers a computerized concept-mapping program that can be used to display information gathered about a student with behavior problems as part of the functional behavior assessment process required by the Individuals with Disabilities Education Act Amendments of 1997. Application in one Florida school district is described. (Contains…

This article discusses instructional variables that contribute to a positive classroom climate and serve as setting events for more focused group-individual instructional programs for students with emotional/behavioral disorders. Nonacademic challenges that should be incorporated into these programs are identified and issues are examined that…