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Splett, Joni W.; Trainor, Kathryn M.; Raborn, Anthony; Halliday-Boykins, Colleen A.; Garzona, Marlene E.; Dongo, Melissa D.; Weist, Mark D. – Behavioral Disorders, 2018
Despite schools increasingly adopting multitiered systems of support (MTSS) for prevention and intervention of mental health concerns, many are slow to adopt universal mental health screening (UMHS), a core MTSS feature, due to concerns about their limited capacity to meet the needs of all identified. In this study, we examined differences in the…
Descriptors: Comparative Analysis, Child Behavior, Rating Scales, Mental Health
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La Salle, Tamika; George, Heather Peshak; McCoach, D. Betsy; Polk, Tiffany; Evanovich, Lauren L. – Behavioral Disorders, 2018
The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the "Georgia Student Health Survey 2.0." Although research examining the link between perceptions of school climate and student…
Descriptors: Educational Environment, Victims, Bullying, Mental Health
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Bruhn, Allison Leigh; Woods-Groves, Suzanne; Fernando, Josephine; Choi, Taehoon; Troughton, Leonard – Behavioral Disorders, 2017
Multitiered frameworks like Positive Behavior Interventions and Supports (PBIS) have been recommended for preventing and remediating behavior problems. In this study, technology-based self-monitoring was used as a Tier 2 intervention to improve the academic engagement and disruptive behavior of three middle school students who were identified as…
Descriptors: Behavior Problems, Positive Behavior Supports, Intervention, Prevention
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Mathur, Sarup R.; Kern, Lee; Albrecht, Susan F.; Poland, Scott; Rozalski, Michael; Skiba, Russell J. – Behavioral Disorders, 2017
This document provides administrative recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the need for school-based mental health services (SBMHS) in schools (Kern et al., 2017). It includes (1) an introduction, (2) key considerations for successful SBMHS, and (3) recommendations regarding local, state, and…
Descriptors: Behavior Disorders, School Health Services, Mental Health, Access to Health Care
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Feil, Edward G.; Small, Jason W.; Seeley, John R.; Walker, Hill M.; Golly, Annemieke; Forness, Steven R. – Behavioral Disorders, 2016
This study evaluated the efficacy of the Preschool First Step (PFS) to Success early intervention for children at risk for attention deficit hyperactivity disorder (ADHD). PFS is a targeted intervention for children 3-5 years old with externalizing behavior problems and addresses secondary prevention goals and objectives. As part of a larger…
Descriptors: Early Intervention, Preschool Children, Attention Deficit Hyperactivity Disorder, Comorbidity
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Farmer, Thomas W. – Behavioral Disorders, 2013
The author of this commentary responds to an article titled "How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing," by J.M. Kaufmann and J. Bader, who maintain that identifying youth as having emotional and behavioral disorders (EBD) and providing treatment for them is viewed to be…
Descriptors: Special Education, Emotional Disturbances, Behavior Disorders, Social Bias
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Mooney, Paul; Gansle, Kristin A.; Denny, R. Kenton – Behavioral Disorders, 2013
The stated mission of the Council for Children with Behavioral Disorders (CCBD) includes ''supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families'' (http:// www.ccbd.net/About/OurMission). The stated goal of CCBD's journal "Behavioral…
Descriptors: Behavior Disorders, Middle School Students, High School Students, Emotional Disturbances
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Tsiantis, Alkis Constantine J.; Beratis, Ion N.; Syngelaki, Eva M.; Stefanakou, Anna; Asimopoulos, Charisios; Sideridis, Georgios D.; Tsiantis, John – Behavioral Disorders, 2013
The purpose of the present study was to evaluate a bullying prevention program that involved eleven 90-minute, highly structured workshops conducted at the classroom level on a weekly basis. The intervention aimed to increase student awareness of bullying and its impact, increase empathy toward victims, and enhance positive attitudes toward school…
Descriptors: Prevention, Bullying, Victims, Student Attitudes
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Farmer, Thomas W.; Lane, Kathleen L.; Lee, David L.; Hamm, Jill V.; Lambert, Kerrylin – Behavioral Disorders, 2012
Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…
Descriptors: Disabilities, Violence, Prevention, Behavior Problems
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Sullivan, Terri N.; Helms, Sarah W.; Bettencourt, Amie F.; Sutherland, Kevin; Lotze, Geri M.; Mays, Sally; Wright, Stephen; Farrell, Albert D. – Behavioral Disorders, 2012
To enhance the positive adjustment of youths with high incidence disabilities, a better understanding of the factors that influence their use of effective responses in challenging situations is needed. In this qualitative study, adolescents described individual and peer factors that would influence their use of effective nonviolent or aggressive…
Descriptors: Violence, Learning Disabilities, Prevention, Adolescents
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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
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Lochman, John E.; Boxmeyer, Caroline L.; Powell, Nicole P.; Qu, Lixin; Wells, Karen; Windle, Michael – Behavioral Disorders, 2012
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…
Descriptors: Educational Policy, Grades (Scholastic), Risk, Special Education
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Rosenberg, Michael S. – Behavioral Disorders, 2012
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…
Descriptors: Disabilities, Evidence, Special Education, Special Needs Students
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Gorman-Smith, Deborah – Behavioral Disorders, 2012
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…
Descriptors: Violence, Prevention, Public Health, Models
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Maag, John W.; Katsiyannis, Antonis – Behavioral Disorders, 2012
Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools…
Descriptors: Evidence, Bullying, Federal Legislation, Behavior Disorders
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