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Strength-based assessment has achieved acceptance from educational, mental health, and social service professionals as a means to measuring emotional and behavioral strengths of children. Several standardized, norm-referenced tests have been developed to assess these strengths; however, the primary mode of assessment is via informal interviews of parents and caregivers. In many cases, these interviews lack psychometric support, including basic validity and reliability. The purpose of this study was to document the multistep process used to establish the content validity of a newly developed instrument: Behavioral and Emotional Rating Scale: Strength-Based Interview. Specifically, the results of a survey of 40 U.S. professional mental health staff and educators are described where respondents rated the importance of interview questions to the construct of strength-based assessment. The findings of the survey as well as the 18 items deemed most important are reported. Research limitations, future research, and implications for mental health and educational professionals are discussed. [ABSTRACT FROM AUTHOR]

The present study explored the psychometric properties of ratings made using the Scales for Assessing Emotional Disturbance--Third Edition: Rating Scale (SAED-3 RS), a scale developed for use in identifying school-age students with emotional and behavioral problems. The purposes of the study were to assess differential item functioning (DIF) for SAED-3 RS items between White and Hispanic students and to assess the impact of DIF on SAED-3 RS scale scores. The sample consisted of 979 students without disabilities who were identified as White/Non-Hispanic (71.91%) and Hispanic (28.09%). The data indicated that SAED-3 RS items demonstrated small to negligible levels of DIF and that DIF did not saliently impact scores. The data suggest that items and scores yielded from the SAED-3 RS are consistent in measuring the emotional and behavioral functioning of school-age students from diverse backgrounds. Research limitations, future research directions, and practical use implications for school personnel are discussed. [ABSTRACT FROM AUTHOR]

Community-based systems of care (SOC) provide a range of services to students with significant emotional and behavioral difficulties and their families. However, little is known about the educational characteristics and functioning of students at enrollment in SOC. The purpose of this study was to replicate and extend previous research by examining the educational characteristics and predictors of school functioning for students referred to SOC using a large and diverse national data source. Participants were 5,628 students ages 6 to 18 years who were enrolled in community-based SOC across 45 U.S. states, districts, and territories. Students’ grades, discipline, and attendance (as reported by caregivers) were used as indicators of school functioning, and students’ demographic characteristics, referral source, and emotional/behavioral functioning were used to predict functioning in school, including the testing of interaction effects. Findings revealed that, although many students earned average grades, a large portion of students had significant discipline and attendance problems. Results of the ordinal regression analyses indicated that most demographic variables and measures of clinical functioning significantly predicted students’ grades, attendance, and discipline, and that age and special education status represented a significant interaction. Findings provide insight into the educational functioning of students at enrollment in community-based SOC and have implications for research and practice. [ABSTRACT FROM AUTHOR]

In addition to complex behavioral and emotional issues, youth presenting to residential care tend to have higher rates of physical health conditions than those in the general population. Although a strong body of research has found a relationship between physical and mental health, the influence of health status on youth residential care outcomes has not been explored. This study examined the impact of poor physical health on mental health treatment outcomes in a sample of 1,735 youth entering residential care from 2000 to 2010. At intake, youth received medical evaluations identifying physical health conditions, medication prescriptions, and anthropometric measurements. Residential care outcomes were measured by changes in 1-year National Institute of Mental Health (NIMH) Diagnostic Interview Schedule for Children–IV mental health diagnoses and discharge setting. Rates of school dropout and placement stability were also examined 6 months after discharge. Results suggest that factors related to poor physical health, specifically nonpsychotropic medication prescriptions, are associated with suboptimal mental health outcomes at 1 year, discharge, and follow-up from residential care. These findings indicate that physical health issues adversely impact residential care outcomes, suggesting these youth may require specialized services, such as integrated treatment planning, to achieve optimal treatment outcomes. [ABSTRACT FROM AUTHOR]

Youth in residential treatment settings often present with a complex combination of mental and physical health problems. Despite an emerging literature documenting significant associations between mental health and physical health, the relationship between these two areas of functioning has not been systematically examined in youth presenting to residential treatment. This study examines the association between youth psychopathology and physical health problems in a sample of 606 youth entering a large residential treatment program between 2003 and 2010. As a part of the intake process, youth psychopathology symptoms were assessed using the parent-report form of the Child Behavior Checklist, and youth physical health problems were assessed in a medical evaluation by a licensed child health professional. Results indicated that higher levels of youth psychopathology, particularly internalizing problems, were associated with greater risk for physical health problems and more prescription medications. Psychopathology comorbidity was also associated with physical health problems. These findings suggest an interplay between physical and mental health among youth entering residential treatment, highlighting the need for integrated assessment and intervention services that address psychological and medical needs within this population. [ABSTRACT FROM AUTHOR]

Youth entering residential care possess significant emotional and behavioral needs; yet, it is uncertain whether these needs have remained constant or are changing over time. This study examined mental health variables from the admission files of 1,047 youth entering residential group home care in 1995 and 2004. Sequential logistical regression analyses revealed that the mental health needs of youth admitted in 2004 were greater than those for youth in 1995 with regard to having multiple psychiatric diagnoses, being prescribed two or more psychotropic medications, and using alcohol or drugs. As such, these analyses should be replicated in other group homes as well as in other placement settings within the system of care. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to document the development and standardization of the Preschool Behavioral and Emotional Rating Scale and to examine its factor structure, internal consistency, and criterion validity. Data from a nationally representative sample (N = 1,471) of preschool children with and without disabilities were collected. An exploratory factor analysis identified four factors: Emotional Regulation, School Readiness, Social Confidence, and Family Involvement. The subscales and total instrument appear remarkably stable and consistent (.838 to .983). Age differences across 3-, 4-, and 5-year olds were small in magnitude, although girls were rated as possessing significantly more strengths than boys. Preschool children with disabilities were seen as having less emotional and behavioral strength than their peers without disabilities. The limitations and future research needs are discussed. [ABSTRACT FROM AUTHOR]

This article provides a national perspective of children and youth with emotional disturbances (ED) served in special education using data from the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2. Data sources comprise teachers,school records, the students, and their parents. Results indicate that children and youth with ED live in households in which multiple risk factors exist for poor life outcomes. As a group, these children and youth have serious and multiple impairments that include an array of emotional disabilities, poor communication skills, and low academic achievement. There is a considerable gap between initial identification of problems and the onset of service delivery, a high rate of suspension and expulsion, and an unstable school environment. Parents of children and youth with ED work harder to secure services for their children and are less satisfied with services than parents of children in other disability groups. Implications of the findings point to a need to emphasize programs that address both the academic and the behavioral needs of these children and youth. [ABSTRACT FROM AUTHOR]

The purposes of this article are to (a) describe the design features of two longitudinal studies, the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base. We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED. [ABSTRACT FROM AUTHOR]

This review conducted a comprehensive examination of the current state of the literature on the academic status of students with emotional and behavioral disorders (EBD). The authors examined the literature to assess (a) student characteristics, (b) placement settings, (c) academic subject areas, and (d) measures used to assess academic achievement. Second, when possible, the functioning level of students was examined. Third, trends in the research over the past 4 decades were assessed. Although several investigators have researched the academic status of these students, significant limitations exist in the research, including incomplete reporting of student information, inadequate research on specific academic skill sets, and limited numbers of studies assessing students served in general education settings. Implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Office discipline referrals are one approach that educators could use (a) as a guide in the development and/or selection of primary, secondary, and tertiary prevention programs; (b) as an outcome measure with which to assess the effectiveness of those programs; and (c) as an early screening procedure to identify children who might benefit from the secondary and tertiary programs. The purpose of this study was to examine the extent to which children who met the borderline and clinical cut-off scores on the Teacher Report Form (TRF; Achenbach, 1991b) received one or more office discipline referrals (the most liberal criteria possible) to determine the levels of false negatives (failure to detect a problem when one exists) that would occur if one used office discipline referrals as an early screening device. The relatively high levels of false negatives suggest that the use of office discipline referrals as an early screening device may fail to identify relatively large numbers of young children in need of interventions and supports. This issue appears to be even more pronounced in the case of students who are experiencing internalizing-related problems. Results, limitations, and future research needs are discussed. [ABSTRACT FROM AUTHOR]

This article systematically reviews the available research on the prevalence, strength, durability, and nature of language deficits in children formally identified with emotional and behavioral disorders (EBD).After applying inclusionary and exclusionary criteria, we reviewed 26 studies. Approximately three out of four children (71%) formally identified with EBD experienced clinically significant language deficits and approximately one out of two (57%) children with diagnosed language deficits also were identified with EBD. These deficits appeared to be broad-based in that they included pragmatic, receptive, and expressive language deficits.The results from longitudinal studies suggested that the rate of comorbidity between language deficits and EBD tends to either be stable or to increase over time. In addition, prevalence rates varied across studies, depending on the placement of children sampled, the stringency of the criteria for determining language deficit, and the number of language measures used. The findings and future research needs are discussed. [ABSTRACT FROM AUTHOR]

Examines the educational performance of children who are receiving services from an urban child care service agency with an emphasis on family preservation and reunification. Participants for the study; Absence of relationships between school performance and family status; Role that education plays in the ability of individuals to attain success as adults.

Examines the relationship between a child with serious emotional disturbance, a family and a mental health system-of-care programs through a single case analysis. Features common to system-of-care demonstration programs; Developing task-analyzed protocols; Narrative of the case; Interview synopses; Multiaxial timelines synopsis.

Studies the personal, family, and service use characteristics of young people served by an interagency community-based mental health system of care. Learning characteristics; Psychiatric status; Parent marital status and employment; Living arrangements for child.

Examines characteristics of children and adolescents admitted to programs designed to prevent the need for residential placements. Program sites; Subjects; Measures; Child characteristics; Family characteristics; Educational characteristics; At-risk factors; Implications.

Presents a comprehensive community-based approach to serving students with emotional and behavioral disorders. Need for community-based services; Financial costs; Principles of care; Needs assessment.

Presents an introduction to the October 2005 issue of the "Journal of Emotional and Behavioral Disorders."

The article presents the editorial policy of the "Journal of Emotional and Behavioral Disorders." The author says that articles in the journal represent the wide range of disciplines studying and serving such individuals, including counseling, education, early childhood care, juvenile corrections, mental health, psychiatry, psychology, public health, rehabilitation, social work, special education, and related areas. Articles on characteristics, assessment, prevention, intervention, treatment settings, legal or policy issues, evaluation, and other topical areas are invited. The policies of the journal regarding types of articles, permissions, manuscript preparation, article requirements and article submissions are discussed in detail.

Focuses on the wide range of disciplines for children with emotional and behavioral disorders. Perspectives on emotional and behavioral disorders; Descriptions of behavioral programs and practices; Critical components of the programs.

Editorial. Provides benefits of a journal on interdisciplinary practices. Goal of editing a multidisciplinary journal; Plan to pursue a textbook on children and youth with behavior disorders.

The article discusses the author's experience in serving the journal as its editor. He stresses that editing a professional journal was the best of times and the worst time. His worst of time was meeting the endless quarterly deadlines, and on the other hand, the best time was working with hundreds of researchers and authors on the issue involved in working with children with emotional and behavioral disorders. He believes that the new co-editors will continue the tradition of the journal.

Presents an overview for the special series of the `Journal of Emotional and Behavioral Disorders.' Elaboration on interrelated domains of school safety, school discipline problems, academic failure, delinquency and youth violence; Description of important advances in the understanding of ability to address social problems; Opinion on economic and legal issues.