RehabWire: Volume 4, Number 8, November 2002
RehabWire for November examines current research on children with serious emotional or behavioral disorders that may range from behavioral disturbances and ADHD to psychotic behavior patterns.
NIDRR Projects: Research in the New Millennium.
Rehabilitation Research and Training Center for Children's Mental Health, University of South Florida (H133B990022) led by Robert Friedman, PhD. Bonnie Gracer, Project Officer.
Abstract: This program conducts an integrated set of field research projects, employing multiple methods to examine policies affecting children with emotional disturbances and their families in order to enhance the understanding of policy development, its implementation, and effects. The consistency of state-level policy with system-of-care principles is examined through a series of related studies that address: family perspectives, interagency collaboration, school reform in urban communities, local theories of change and their relationship to services and outcomes, Medicaid managed care and the State Children's Health Insurance Program, the impact of managed care and system-of-care policies on access to care for children of color and their families, and development of a new instrument to assess interagency collaboration.
Find out more at: rtckids.fmhi.usf.edu
Rehabilitation Research and Training Center to Improve Services for Children with Serious Emotional and Behavioral Disabilities and Their Families, Portland State University (H133B990025) led by Barbara Friesen, PhD. Bonnie Gracer, Project Officer.
Abstract: This project conducts an integrated set of research, training, and technical activities to: (1) develop and evaluate service delivery models for children with an emotional disturbance and their families; (2) define and evaluate the formal and informal components of family support and identify successful family support interventions; (3) identify and evaluate early intervention strategies; and (4) identify, develop, and evaluate communication skills to enable families and service providers to communicate effectively with each other.
Find out more at: www.rtc.pdx.edu
Diagnostica K-12: A School-Centered Collaborative Framework for Mental Health Monitoring,Medicine Rules Corporation (H133S020032) led by Joseph Gartner, MD. Bonnie Gracer, Project Officer.
Abstract: This project develops an application framework that allows schools, family members, and community professionals to collaborate in identifying mental health conditions that impact a child's education. Using a standard knowledge framework, the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), and any DSM-IV-derived information source, the application enables rapid collection, integration, and analysis of mental health information from multiple informants.
These acronyms appear throughout the literature reviewed for this topic:
New Research: Selections from REHABDATA
Walrath, C. M., Mandell, D. S., Leaf, P. J. (2001) Responses of children with different intake profiles to mental health treatment. Psychiatric Services, 52(2), 196-201. American Psychiatric Association. Accession Number: J41306.
Abstract: Study comparing the relative functional change of children with SED who were referred for mental health services from a variety of sources with different intake profiles, including diagnoses, demographic characteristics, and levels of risk. Results indicate that participants from various referral sources and with different diagnoses, demographic profiles, and levels of risk had similar rates of improvement during the first six months of services.
Turnbull III, H. R., Wilcox, B. L., Stowe, M., Turnbull, A. P. (2001) IDEA requirements for use of PBS: Guidelines for responsible agencies. Journal of Positive Behavior Interventions, 3(1), 11-18. PRO-ED, Inc. Accession Number: J41351.
Abstract: Article on legal requirements under the IDEA for the use of PBS by schools and other state and local education agencies in dealing with problem behaviors of students with disabilities.
Smith, M. L., Heflin, L. J. (2001) Supporting positive behavior in public schools: An intervention program in Georgia. Journal of Positive Behavior Interventions, 3(1), 39-47. PRO-ED, Inc. Accession Number: J41354.
Abstract: Article describing the state of Georgia's Behavioral Intervention Program, which provides technical assistance to public school systems on assessment and intervention for children with developmental disabilities and severe problem behaviors.
Jolivette, K., Wehby, J. H., Canale, J., Massey, N. G. (2001) Effects of choice-making opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26(2), 131-145. Council for Children with Behavioral Disorders. Accession Number: J41391.
Abstract: Study comparing the effects (social and academic) of the presence or absence of choice-making opportunities on three students age 7 with EBD. Results suggest that opportunities to make choices during academic situations positively affected the academic and social behaviors of two of the three participants.
Duckworth, S., et al (2001) Wraparound services for young schoolchildren with emotional and behavioral disorders. Teaching Exceptional Children, 33(4), 54-60. Council for Exceptional Children (CEC). Accession Number: J41627.
Abstract: Article describing an intervention project aimed at meeting the needs of young elementary school children with severe and complex EBD. The article includes 10 tips for teachers on behavioral management and social skills development.
Gresham, F. M., et al (2001) Risk factors associated with the co-occurrence of hyperactivity-impulsivity-inattention and conduct problems. Behavioral Disorders, 26(3), 189-199. Council for Children with Behavioral Disorders. Accession Number: J42303.
Abstract: Study examining the stability of the "fledgling psychopath" construct between the 3rd and 5th grades, and identifying factors associated with its stability or change. "Fledgling psychopaths" are children who exhibit behaviors characterized by HIA and CP.
Cullinan, D., Epstein, M. J. (2001) Comorbidity among students with emotional disturbances.Behavioral Disorders, 26(3), 200-213. Council for Children with Behavioral Disorders. Accession Number: J42304.
Abstract: Study examining comorbidity of the five characteristics of EBD as defined in the IDEA.
White, R. et al(2001) Unified discipline: A school-wide approach for managing problem behavior.Intervention in School and Clinic, 37(1), 3-8. A joint publication of the Council for Learning Disabilities and PRO-ED, Inc. Accession Number: J42762.
Abstract: Article on Unified Discipline, a schoolwide intervention designed to support administrators, teachers, and other school personnel in maintaining discipline in general education classrooms that include children with EBD.
Ohlund, B. J., Nelson, J. R. (2001) Effective academic and behavioral intervention and supports: A professional development program to maximize student learning. Teacher Education and Special Education, 24(3), 267-272. Council for Exceptional Children (CEC), Teacher Education Division. Accession Number: J42837.
Abstract: Article describing Effective Academic and Behavioral Intervention and Supports, a professional development program designed to prepare educators, administrators, and other educational professionals to address classroom discipline needs.
Hoagwood, K., et al (2001) Evidence-based practice in child and adolescent mental health services.Psychiatric Services, 52(9), 1179-1189. American Psychiatric Association. Accession Number: J42864.
Abstract: Article reviewing the status, strength, and quality of evidence-based practice in child and adolescent mental health services. The authors explore major dimensions that differentiate evidence-based practices for children from those for adults and summarize the status of the scientific literature on a range of service practices, including psychosocial outpatient treatments, family-focused treatments, community based treatments, and school-based interventions.
Sasso, G. M., Conroy, M. A., Stichter, J. P., Fox, J. J. (2001) Slowing down the bandwagon: The misapplication of functional assessment for students with emotional or behavioral disorders.Behavioral Disorders, 26(4), 282-296. Council for Children with Behavioral Disorders. Accession Number: J43015.
Abstract: Article discussing the process of functional assessment for students with EBD.
Strain, P. S., Timm, M. A. (2001) Remediation and prevention of aggression: An evaluation of the Regional Intervention Program over a quarter century. Behavioral Disorders, 26(4), 297-313. Council for Children with Behavioral Disorders. Accession Number: J43016.
Abstract: Article presenting an overview of the Regional Intervention Program which serves families with children of preschool age about whom serious concerns exist regarding behavior and/or development.
Falk, K. B., Wehby, J. H. (2001) The effects of Peer-Assisted Learning Strategies on the beginning reading skills of young children with emotional or behavioral disorders. Behavioral Disorders, 26(4), 344-359. Council for Children with Behavioral Disorders. Accession Number: J43019.
Abstract: Study to determine the effectiveness of the Kindergarten Peer-Assisted Learning Strategies in increasing the beginning reading skills of 6 kindergarten students identified as having emotional or behavioral disorders.
Herschell, A. D., et al (2002) Who is testing whom? Ten suggestions for managing the disruptive behavior of young children during testing. Intervention in School and Clinic, 37(3), 140-148. PRO-ED, Inc. Accession Number: J43793.
Abstract: Article offers 10 strategies that examiners can use to manage disruptive behavior so that optimal test performance is obtained from young children.
Turnbull III, H. R., Turnbull, A. P., Wilcox, B. L. (2002) Family interests and positive behavior support: Opportunities under the Individuals with Disabilities Education Act. Families and Positive Behavior Support: Addressing problem behavior in family contexts, Chapter 3, p 57-72. University of Kansas, Paul H. Brookes Publishing Co. Accession Number: J43969.
Abstract: Chapter discusses how families of children with disabilities and challenging behavior benefit from positive behavioral intervention. Describes the six basic principles of the Individuals with Disabilities Education Act, defines PBS, and discusses the relationship between the basic principles and the PBS provisions.
Jackson, L., Panyan, M. V. (2002) Positive behavioral support in the classroom: Principles and practices. Paul H. Brookes Publishing Co. Accession Number: R08200.
Abstract: Book presenting a cohesive framework for implementing PBS for students with challenging behaviors in grades K-12. The book describes the characteristics and processes of a PBS program, including planning and assessment, and implementation of PBS in school and community settings.