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Comments on the work of the Task Force on Evidence-Based Interventions in School Psychology. Discusses the significant advances and errors of commission and omission made by the Task Force in their efforts to develop a framework for the identification of evidence-based interventions (EBIs). This discussion is followed by description of a comprehensive six-phase process for identifying EBIs. (GCP)

Data are reported on the long-term (6-month) test-retest reliability of the Behavioral and Emotional Rating Scale (BERS), which is a strength-based assessment instrument. Participants included 95 typical elementary students and 26 children at risk of having or having emotional or behavioral disorders. Moderate to high test-retest correlations were found. (Contains references.) (Author/CR)

A study examined comorbidity of the five federal definition characteristics among 1,352 students already identified as having emotional disturbance (ED). The extent of comorbidity of ED characteristics was related to the criterion for deviance and to each of the selected student variables, particularly school level and educational placement. (Contains references.) (Author/CR)

Considers how the practice of including students with disabilities in general education classes has spawned interest in academic interventions, such as homework, that allow these students to be successful. Investigates the perceptions and experiences of parents of children with and without disabilities regarding homework load and problems related to communication with teachers. (SG)

Describes a national survey in which parents of children with and without disabilities rank-ordered a number of strategies that schools, teachers, and parents could use to improve communication about and completion of students' homework. Finds that parents of children with and without disabilities were in substantial agreement about strategies for improving home-school communication. (SG)

A study investigated the preferences of 158 middle school students with and without disabilities for specific adaptations in general education classroom testing. Open-notes and open-book tests were among the adaptations most preferred. Students with disabilities and/or students with low achievement indicated significantly higher preference than others for several adaptations. (Contains references.) (Author/CR)

A study used the Behavioral and Emotional Rating Scale (BERS) with 129 students (ages 7-18) with learning disabilities (LD), 145 with emotional and behavioral disorders (EBD), and 144 typical students. BERS discriminated among students with LD and EBD and controls and was able to classify students with EBD and controls. (Contains references.) (Author/CR)

This article describes the Behavioral and Emotional Rating Scale (BERS), a measure designed to identify the emotional and behavioral strengths of children and adolescents. The 52-item BERS assesses five areas: interpersonal strength, family involvement, intrapersonal strength, school functioning, and affective strength. A case study of a 13-year-old referred for mental health services is detailed. (Contains references.) (DB)

A survey of 639 general education teachers resulted in the following recommendations for improving home-school communication about homework for students with disabilities: release and mutual planning time, assignment books, parent attendance at meetings and daily monitoring of homework, and use of telephone networks to promote remote access to assignments. (Author/CR)

Describes the development of "The Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment" for use with children with special needs. Reports on several pilot studies conducted to establish the scale's validity prior to the scale being normed on a nationally representative sample. These studies addressed content selection, item discrimination, and factor analysis. (Author/DB)

Three studies are reported addressing the reliability of the Scale for Assessing Emotional Disturbance (SAED), a standardized, norm-reference measure linked to the federal definition of emotional disturbance (ED). Results indicate the SAED possesses acceptable test-retest reliability and reasonable interrater reliability and can assist in the identification of students with ED. (CR)

Special-education teachers (N=673) rank-ordered recommendations for improving communication between teachers and parents concerning homework for students with disabilities. Results support the importance of general educators and parents monitoring homework, provision of opportunities for parents and teachers to communicate, exploration of technological innovations, student responsibility for homework, and better special/regular educator communication. (Author/DB)

A study examined the preferences of 211 middle school students (including 17 students with learning or behavior disabilities) for 17 homework adaptations. Lowest ratings were given for teachers giving students different assignments than those given to other students in the class. Preferences were not mediated by learning or behavioral disability. (Author/CR)

A study examined the educational performance of 56 children (ages 6-15) receiving services from an urban child care service agency that emphasized family preservation and reunification. Although the majority of participants were performing poorly in math, reading, and science, no relationships were found between school performance and family status. (Author/CR)

A national survey of 502 general education teachers found that teachers perceived communication problems among teachers and parents as a serious impediment to the effective use of homework with mainstreamed students with learning disabilities. Problems included frequency and quality of communication with parents, role of the special education teacher, and parental attitudes toward homework. (DB)

This article examines the relationship between an adolescent with behavior disorders, his family, and the system of care, through a single case analysis. The methodology used to collect the case record and interview data and to analyze and graphically illustrate the data are presented to demonstrate use of qualitative data in program evaluation. (Author/DB)

Through an interagency, community-based approach, data were collected on 238 children with serious emotional disturbances in DuPage County, Illinois, including child's age, gender, race or ethnicity, learning characteristics, psychiatric status, and adjudications; parent marital status and employment; child's living arrangements; family history of risk factors; and child's history of services and placements. Results are compared with other studies. (JDD)

This study compared homework problems among 42 students (ages 7-18) with behavior disorders (BD) and 42 students without disabilities. Students with BD scored significantly higher on a Homework Problems Checklist than did nondisabled peers. Suggested interventions to address specific habits and problems that impair students' homework completion are discussed. (PB)

School districts (N=550) nationwide were randomly chosen for survey on testing policies. Objective was to determine if they have policies on testing; identify features of testing policies; and discern if the testing polices have provisions for students with disabilities. Of the 214 districts that responded, 58.9% have policies on standardized tests, while 55.6% of school have a policy requiring some accommodations for students with disabilities. (Author/JDM)

This study of risk characteristics of 100 Illinois children/adolescents with emotional/behavior disorders admitted to programs to prevent the need for residential placements found that most of the children were in single parent families; almost 85% had average or above average intelligence; and almost half were exposed to divorce, poverty, negative peer influences, or family alcoholism. (JDD)

This study examined the effectiveness of an instructional system (a modified version of the School Survival Skills Curriculum) in developing and improving the school survival skills of students with behavioral disorders. Using a pretest-posttest group design, subjects demonstrated improvement in overall use of school survival skills but no significant differences in grade point averages. (Author/JDD)

This study compared teacher and parent ratings on the Homework Problem Checklist for 111 children (either learning disabled, behavior disordered, or typical; ages 7 to 17). The study found that both groups with disabilities experienced more problems than the typical children, and the group with behavioral disorders had the most pronounced difficulties. (Author/DB)

Effective treatment programs for students with serious emotional and behavior disturbances have used several approaches, including continuous assessment and monitoring of progress; systematic, consistent, data-based interventions; provision for practicing new skills; treatment matched to problem; multicomponent treatment; programing for transfer and maintenance; and commitment to sustained intervention. Obstacles and recommendations are discussed. (MLH)

The individualized education programs (IEPs) of 107 junior high students with behavioral disorders were reviewed. An average of 2.4 behavior problems and 4 goals were noted per student, with a low correlation between problems and goals. (Author/DB)

A national survey of teachers serving students with serious emotional disturbances, with 191 respondents, sought to identify the nature of education programs for such students. Program types cited most frequently were mainstreaming and use of an environmental classroom structure. School demographics and teacher characteristics were also examined. (Author/JDD)

A survey attempted to identify the assessment practices used in 170 school districts with programs for adolescents with behavior disorders. Results are interpreted for the areas of school policy, multidisciplinary team meetings, test instruments, and entrance and exit criteria. (DB)

The perceptions, knowledge, and opinions of 140 teachers concerning their learning-disabled students' medications were investigated. Teachers used global impressions and direct behavioral observations to assess medication effects but would prefer to use behavioral observations and rating scales. Few teachers felt that their preservice or inservice training had provided sufficient information on medication use. (Author/JDD)

Sixty-five pairs of teachers and parents of elementary and secondary school learning-disabled students completed the Homework Problem Checklist (HPC). The HPC demonstrated a moderate level of interrater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings. (JDD)

This article describes interventions available for remediating the social and personal problems of students with learning disabilities. Problems are categorized as environmental conflicts or personal disturbances. Interventions described include contingency management, cognitive-behavioral interventions, social skills training, stimulant medication, and anxiety reduction techniques. (DB)