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Students identified as having emotional and behavioral disorders (EBD) experience the poorest educational outcomes among any disability group. Although models of intervention and corresponding evidence-based practices continue to advance, the promise of new approaches has failed to reach the general population of students with EBD. In this artice, we visit possible explanations for these continued poor outcomes. Breakdowns along several systems are discussed, including placement and related practices as well as the absence of individualized approaches. In addition, we offer suggestions for improvement. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

In response to ongoing concerns with student academic and behavior problems, antecedent strategies have garnered increasing attention. Antecedent intervention approaches focus on structuring the environment to prevent problems and enhance motivation. At the class-wide level, implementation of these strategies can create a structured and orderly environment to which most students are responsive. In the case of persistent behavior problems, specific events that precede problem behavior can be removed or modified to create individualized antecedent interventions. The empirical literature base supporting the value of this approach has witnessed rapid growth. In this article, we offer a rationale for the use of antecedent strategies and provide literature-based examples of applications within school settings at both the class-wide and individual levels. In addition, we discuss practical considerations for implementing antecedent interventions. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 65–75, 2007. [ABSTRACT FROM AUTHOR]

Presents information on a study which investigated the unique gender correlates of binge eating severity in a diet-seeking population. Methodology; Results and discussion.

Examines the effectiveness of providing simultaneous or delayed reinforcement on food acceptance during meals. Study of a seven-year-old boy with pervasive developmental disorder and a history of food selectivity; Food refusal; Self-injurious behavior.

Examines the effects of a self-evaluation package on the peer interaction of students described as emotionally or behaviorally disordered. Assessment of the additive effects of various components of a self-evaluation package; Efficacy and feasibility of the procedures in the implementation of a group setting.

Evaluates a process of assessment-based intervention with an elementary-school child who was described as having emotional and behavioral challenges. Behavioral definitions and measurement; Functional assessment; Intervention; Results of the study.

Provides information on an investigation which evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and combined oppositional defiant disorder (ODD). Methodology used to conduct the investigation; Information on the general functional assessment procedures; Results of the study; Discussion on the results.

In the present study we hypothesized that the self-injurious behavior (SIB) of a 12-year-old male diagnosed as having autism and severe mental retardation was maintained by automatic reinforcement. Further, we hypothesized SIB served a sensory reinforcement function related to sensation at the skin surface. The participant engaged in high rates of SIB in the form of self-slapping. A functional analysis resulted in undifferentiated findings. Additional observations indicated that SIB occurred only to exposed skin surfaces. To test for a sensory function, we applied a topical anesthetic to the participant's skin. SIB was reduced by 20 to 60% after application of the dermal anesthetic. These results support an automatic reinforcement hypothesis. Implications for treatment are discussed. [ABSTRACT FROM AUTHOR]

Examines the breath-holding episodes in a 7-year-old girl with severe mental retardation and Cornelia-de-Lange syndrome. Breath holding as operant function; Physiological mechanisms of breath holding; Environmental variables affecting the breath holding activity.