The purpose of this study was to review all research published in four major school psychology journals during the decade of the 90s for diversity content. Results indicated that 10.6% of the articles have diversity as a focus, and that assessment continues to be the area that has the greatest number of diversity articles. (Contains 12 references…

The first purpose of this article is to present research on specific child (e.g., temperament), family (e.g., family adversity), and transactional characteristics that have been documented to contribute to the manifestation of externalizing disorders in children. The second purpose is to present screening and intervention strategies school…

This article describes specific components of a multifaceted approach to functional behavior assessment in the context of the widely accepted behavioral excess/deficit model for students with externalizing behavior disorders. Specific strategies to address academic skill and performance deficits as well as social skills deficiencies are also…

The purpose of this study was to define and review the daily report card (DBRC) as a monitoring and/or intervention technique. In general, it has been suggested that DBRCs may be feasible, acceptable, and effective in promoting a positive student. Despite the appeal of using DBRCs, widespread endorsement cannot be made without caution. (Author)

Explores the disconnect between applied behavioral research and classroom-managed applied behavioral research. Results suggest that an intervention developed from the theory of behavioral momentum can be implemented within the context of a classroom and affect positive change in academic compliance among children identified for learning/behavioral…

Investigated the efficacy of positive behavior support (PBS) prevention/early intervention strategies on the rate of problem behavior displayed by elementary schools students during recess. Specifically, this study examined the effects of directly teaching playground-related behaviors and the use of a group contingency to reinforce mastery in an…

Typical classroom management procedures designed to reduce inappropriate social behavior may adversely impact social development of students with behavior and/or social emotional disorders. Two alternative procedures where students are encouraged to monitor and report incidental prosocial behaviors are described and research supporting their…

This article explores a tenable explanation for the research finding that self-modeling is an effective intervention for students with behavior disorders. It was hypothesized that when participants view a change in their behavior, their memories and self-beliefs subsequently change to be in concert with that shown on the edited videotape. (Author)

The purposes of this review were to: outline literature on negative treatment outcomes of behavioral parent training programs; detail variables found to be predictive of negative treatment outcomes; and suggest future directions of study. It is suggested that despite studies documenting positive outcomes of behavioral parent training programs,…

Examines reliability of test scores for the Pervasive Developmental Disorders Rating Scale (PDDRS), a screening instrument used in the assessment of autistic disorder. The results indicated that coefficient alpha for the PDDRS Total Score was adequate for screening purposes for both age groups studied. The results of the test-retest study also…

Investigates construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children-III as a criterion. Also, the CREVT effectively differentiated between students with disabilities. These…

Presents construct validity of the Adjustment Scales for Children and Adolescents (ASCA) and the Preschool and Kindergarten Behavior Scales (PKBS). Convergent evidence of construct validity was observed for the PKBS Externalizing Problems scale and the ASCA Overactivity syndrome. Divergent evidence of construct validity was provided for the PKBS…

Examines the effect of Reading Recovery, an early intervention program for first-grade children, on the rates of referral and placement in special education in New York City. The results showed that children who received the Reading Recovery program were referred for testing and placed in special education at a statistically significant lower…

Uses alternating treatments designs to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed…

Describes a comprehensive, day treatment program conducted in public school classrooms for children with serious emotional disorders (SED) and presents data evaluating program efficacy. At the 9-month follow-up, 50.7% of the sample showed overall symptom reduction, and 27.5% scored below clinical cutoff levels, indicating remission of symptoms to…