Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices

Behavioral Disorders

Volumn 29, Issue 3, 2004, Pages 247-259

  Lewis, Timothy J ^a   Hudson, Shawna ^a   Richter, Mary ^a   Johnson, Nanci ^a  

^a UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3543141344     PISSN: 01987429     EISSN: None     Source Type: Journal    
DOI: 10.1177/019874290402900306     Document Type: Review

References (101)

1. Ager, C., & Cole, C. (1991). A review of cognitive-behavioral interventions for children and ado lescents with behavioral disorders. Behavioral Disorders, 16, 276-287.
2. Alber, S. R., Heward, W. L., & Hippler, B. J. (1999). Teaching middle school students with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 253-270.
3. Billups, B., & Rauth, M. (1987). Teachers and research. In V. Richardson-Koehler (Ed.), Educator's handbook (pp. 19-29). White Plains, NY: Longman.
4. Blakeslee, T., Sugai, G., & Gruba, J. (1994). A review of functional assessment use in data-based intervention studies. Journal of Behavioral Education, 4, 397-413.
5. Brigham, F. J., & Polsgrove, L. (1998). A rumor of paradigm shift in the field of children's emotional and behavioral disorders. Behavioral Disorders, 23, 166-170.
6. Burns, B. J., Hoagwood, K., & Mrazek, P. (1999). Effective treatment for mental disorders in children and adolescents. Clinical Child and Family Psychology Review, 2, 199-254.
7. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Boston: Houghton-Mifflin.
8. Carnine, D. W. (1995). The professional context for collaboration and collaborative research. Remedial and Special Education, 16, 368-371.
9. Carnine, D. W. (1997). Bridging the research-to-practice gap. In J. W. Lloyd, E. J. Kameenui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 363-373). Mahwah, NJ: Erlbaum.
10. Chandler, L. K., Fowler, S. A., & Lubeck, R. C. (1992). An analysis of the effects of multiple setting events on the social behavior of preschool children with special needs. Journal of Applied Behavior Analysis, 25, 249-264.
11. Chesapeake Institute. (1994). National agenda for achieving better results for children and youth with severe emotional disturbance. Washington, DC: Author.
12. Colvin, G., Sugai, G., Good, R. H. III, & Lee, Y. (1997). Using active supervision and precorrection to improve transition behaviors in an elementary school. School Psychology Quarterly, 12, 344-363.
13. Council for Exceptional Children. (2003). No Child Left Behind Act of 2001. Implications for special education in policy and practice. Title I. Improving the academic achievement of the disadvantaged. Arlington, VA: Author.
14. Cullinan, D. (2002). Students with emotional and behavioral disorders: An introduction for teachers and other helping professionals. Upper Saddle River, NJ: Merrill/Prentice Hall.
15. Dalton, T., Martella, R. C., & Marchand-Martella, N. E. (1999). The effects of a self-management program in reducing off-task behavior. Journal of Behavioral Education, 9(3/4), 157-176.
16. DePaepe, P. A., Shores, R. E., Jack, S. L., & Denny, R. K. (1996). Effects of task difficulty on disruptive and on-task behavior of students with severe behavior disorders. Behavioral Disorders, 21, 216-225.
17. DuPaul, G. J. & Hoff, K. E. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management principles. School Psychology Review, 27, 290-303.
18. DuPaul, G. J., & Stoner, G. D. (1994). Classroom-based intervention strategies. In G. J. DuPaul & G. D. Stoner (Eds.), ADHD in the schools: Assessment and intervention strategies (pp. 96-134). New York: Guilford.
19. Elkind, D. (1998). Behavioral disorders: A postmodern perspective. Behavioral Disorders, 23, 153-159.
20. Ferguson, E., & Houghton, S. (1992). The effects of contingent teacher praise, as specified by Canter's Assertive Discipline program, on children's on-task behavior. Educational Studies, 18, 83-94.
21. Finn, C. E., Rotherham, A. J., & Hokanson, C. R. (Eds.). (2001). Rethinking special education for a new century. Washington, DC: Thomas Fordham Foundation.
22. Forness, S., & Kavale, K. (1999). Teaching social skills in children with learning disabilities: A meta-analysis of the research. Learning Disabilities Quarterly, 19, 2-13.
23. George, N. L., George, M. P., Gersten, R., & Grosenick, J. K. (1995). To leave or to stay? An exploratory study of teachers of students with emotional and behavioral disorders. Remedial and Special Education, 16, 227-236.
24. Gersten, R., Thompson, B., & Horner, R. (2003, July). Quality indicators of scientific research in special education. Panel discussion at the OSEP Research Project Directors' Conference, Washington, DC.
25. Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24, 276-289.
26. Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skill training for students with high incidence disabilities. Exceptional Children, 67, 331-344.
27. Gunter, P. L., & Coutinho, M. J. (1997). Negative reinforcement in classrooms: What we're beginning to learn. Teacher Education and Special Education, 20, 249-264.
28. Gunter, P. L., Coutinho, M. J., & Cade, T. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems. Preventing School Failure, 46(3), 126-132.
29. Gunter, P. L., & Denny, R. K. (1998). Trends and issues in research regarding academic instruction of students with emotional and behavioral issues. Behavioral Disorders, 24, 44-50.
30. Gunter, P. L., Hummel, J. H., & Conroy, M. A. (1998). Increasing correct academic responding: An effective intervention strategy to decrease behavior problems. Effective School Practices, 17(2), 55-62.
31. Gunter, P. L., & Jack, S. L. (1993). Lag sequential analysis as a tool for functional analysis of student disruptive behavior in classrooms. Journal of Emotional and Behavioral Disorders, 1, 138-149.
32. Gunter, P. L., & Reed, T. M. (1996). Self-evaluation of instruction: A protocol of functional assessment of teaching behavior. Intervention in School & Clinic, 31, 225-230.
33. Gunter, P. L., & Reed, T. M. (1997). Academic instruction of children with emotional and behavioral disorders using scripted lessons. Preventing School Failure, 42, 33-38.
34. Heckaman, K., Conroy, M., Fox, J., & Chait, A. (2000). Functional assessment-based intervention research on students with or at risk for emotional and behavioral disorders in school settings. Behavioral Disorders, 25(3), 196-210.
35. Hendrickson, J. M., Gardner, N., Kaiser, A., & Riley, A. (1993). Evaluation of a social interaction coaching program in an integrated day-care center. Journal of Applied Behavior Analysis, 26, 213-225.
36. Heward, W. L. (2003). Exceptional children: An introduction to special education. Upper Saddle River, NJ: Merrill/Prentice Hall.
37. Hirsch, E. D., Jr. (1996). The schools we need and why we don't have them. New York: Doubleday.
38. Hockenbury, J. C., Kauffman, J. M., & Hallahan, D. P. (2000). What is right about special education? Exceptionality, 8, 3-12.
39. Kartub, D. T., Taylor-Greene, S., March, R. E., & Horner, R. H. (2000). Reducing hallway noise: A systems approach. Journal of Positive Behavior Interventions, 2, 179-182.
40. Kauffman, J. M. (1996). Research to practice issues. Behavioral Disorders, 22, 55-60.
41. Kauffman, J. M. (1999a). Commentary: Today's special education and its message for tomorrow. Journal of Special Education, 32, 244-255.
42. Kauffman, J. M. (1999b). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448-468.
43. Kauffman, J. M., & Wong, K. L. H. (1991). Effective teachers of students with behavioral disorders: Are generic teaching skills enough? Behavioral Disorders, 16, 225-237.
44. Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using assessment-based curricular intervention to improve the classroom behavior of a student with emotional and behavioral challenges. Journal of Applied Behavior Analysis, 27, 7-19.
45. Kern, L., & Dunlap, G. (1994). Use of a classwide self-management program to improve the behavior of students with emotional and behavioral disorders. Education and Treatment of Children, 17, 445-458.
46. King-Sears, M. E., & Bonfills, K. A. (1999). Self-management instruction for middle school students with LD and ED. Intervention in School & Clinic, 35(2), 96-107.
47. Knapczyk, D. R. (1992). Effects of developing alternative responses on the aggressive behavior of adolescents. Behavioral Disorders, 17, 247-263.
48. Lane, K. L., & Menzies, H. M. (2002). The effects of a school-based primary intervention program: Preliminary outcomes. Preventing School Failure, 47(1), 26-33.
49. Lane, K. L., Wehby, J. H., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). Social skills instruction for students at risk for antisocial behavior: The effects of small-group instruction. Behavioral Disorders, 28, 229-248.
50. Lewis, T. J., Colvin, G., & Sugai, G. (2000). The effects of precorrection and active supervision on the recess behavior of elementary school students. Education and Treatment of Children, 23, 109-121.
51. Lewis, T. J., & Newcomer, L. (2003, November). School-wide systems of PBS. Presentation at the International Conference on Children and Youth with Behavioral Disorders, St. Louis, MO.
52. Lewis, T. J., Powers, L. J., Kelk, M. J., & Newcomer, L. L. (2002). Reducing problem behaviors on the playground: An investigation of the application of schoolwide positive behavior supports. Psychology in the Schools, 39, 181-190.
53. Lewis, T. J., & Sugai, G. (1993). Teaching communicative alternatives to socially withdrawn behavior: An investigation in maintaining treatment effects. Journal of Behavioral Education, 3, 61-75.
54. Lewis, T. J., Sugai, G., & Colvin, G. (1998). Reducing problem behavior through a school-wide system of effective behavior support: Investigation of a school-wide social skills training program and contextual interventions. School Psychology Review, 27, 446-460.
55. Lo, Y., Loe, S. A., & Cartledge, G. (2002). The effects of social skills instruction on the social behaviors of students at risk for emotional or behavioral disorders. Behavioral Disorders, 27, 371-385.
56. Lovitt, T. C., & Higgins, K. A. (1996). The gap: Research into practice. Exceptional Children, 28, 64-68.
57. Mathur, S., Kavale, K., Quinn, M., Forness, S., & Rutherford, R. (1998). Social skills intervention with students with emotional and behavioral problems: A quantitative synthesis of single-subject research. Behavioral Disorders, 23, 193-201.
58. McIntosh, R., Vaughn, S., & Zaragoza, N. (1991). A review of social interventions for students with learning disabilities. Journal of Learning Disabilities, 24, 451-458.
59. Meyer, K. A. (1999). Functional analysis and treatment of problem behavior exhibited by elementary school children. Journal of Applied Behavior Analysis, 32, 229-232.
60. Mitchem, K. J., & Young, K. R. (2001). Adapting self-management programs for classwide use. Remedial and Special Education, 22(2), 75-88.
61. Mostert, M. P., Kauffman, J. M., & Kavale, K. A. (2003). Truth and consequences. Behavioral Disorders, 28, 333-347.
62. Nakasato, J. (2000). Data-based decision making in Hawaii's behavior support effort. Journal of Positive Behavioral Interventions, 2, 247-251.
63. National Institute of Mental Health. (2001). Blueprint for change: Research on child and adolescent mental health. Rockville, MD: Author.
64. Nelson, J. R., Colvin, G., & Smith, D. J. (1996). The effects of setting clear standards on students' social behavior in common areas of the school. The Journal of At-Risk Issues, 3, 10-19.
65. Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24, 169-179.
66. Nersesian, M., Todd, A. W., Lehman, J., & Watson, J. (2000). School-wide behavior support through district-level system change. Journal of Positive Behavior Interventions, 2, 244-247.
67. Newcomer, L. L., & Lewis, T. J. (in press). Functional behavioral assessment: An investigation of assessment reliability and effectiveness of function-based interventions. Journal of Emotional and Behavioral Disorders.
68. Peacock Hill Working Croup. (1991). Problems and promises in special education and related services for children and youth with emotional and behavioral disorders. Behavioral Disorders, 16, 299-313.
69. Rich, H., & Ross, S. (1989). Students' time on tasks in special education. Exceptional Children, 55, 508-515.
70. Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-241.
71. Safran, S. P., & Oswald, K. (2003). Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children, 69, 361-373.
72. Sasso, G., Conroy, M., Stichter, J., & Fox, J. (2001). Slowing down the bandwagon: The misapplication of functional assessment for students with emotional and behavioral disorders. Behavioral Disorders, 26, 282-296.
73. Scott, T. M. (2001). A school-wide example of positive behavioral support. Journal of Positive Behavioral Interventions, 3, 88-94.
74. Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 18, 92-102.
75. Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.
76. Simpson, R. L., Whelan, R. J., & Zabel, R. H. (1993). Special education personnel preparation in the 21st century: Issues and strategies. Remedial and Special Education, 14, 7-22.
77. Singer, G. H. S. (2000). Special education research agenda in the United States: Sources of influence. Exceptionality, 8, 235-247.
78. Skinner, C. H., Ford, J. M., & Yunker, B. D. (1991). A comparison of instructional response requirements on the multiplication performance of behaviorally disordered students. Behavioral Disorders, 17, 56-65.
79. Skinner, C. H., Smith, E. S., & McClean, J. E. (1994). The effects of intertribal interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107.
80. Smith, B. W., & Sugai, G. (2000). A self-management functional assessment-based behavior support plan for a middle school student with E/BD. Journal of Positive Behavior Interventions, 2, 208-217
81. Strain, P. S., Kohler, F. W., & Gresham, F. (1998). Problems in logic and interpretation with quantitative synthesis of single-case research: Mathur and colleagues (1998) as a case in point. Behavioral Disorders, 24, 74-85.
82. Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., Nelson, et al. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
83. Sutherland, K. S. (2000). Promoting positive interactions between teachers and students with emotional/behavioral disorders. Preventing School Failure, 44, 110-116.
84. Sutherland, K. S., & Wehby, J. H. (2000, February). The relation between opportunities to respond and teacher praise in classrooms for students with emotional/behavioral disorders. Preliminary data. Poster session presented at Midwest Symposium for Leadership in Behavioral Disorders, Kansas City, MO.
85. Sutherland, K. S., & Wehby, J. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with E/BD. Remedial and Special Education, 22, 113-121.
86. Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effects of varying rates of behavior-specific praise on the on-task behavior of students with E/BD. Journal of Emotional & Behavioral Disorders, 8, 2-9.
87. Taylor-Green, S., Brown, D., Nelson, L., Longton, J. Gassman, T., Cohen, J., et al. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.
88. Taylor-Greene, S. J., & Kartub, D. T. (2000). Durable implementation of school-wide behavior sup port: The High Five program. Journal of Positive Behavioral Interventions, 2, 233-235.
89. Turnbull, H. R., III, 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, 11-18.
90. Umbreit, J. (1995). Functional assessment and intervention in a regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20, 267-278
91. U.S. Department of Education. (1998). Twentieth annual report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
92. U.S. Department of Education. (2002a). A new era: Revitalizing special education for children and their families. Washington, DC: Author.
93. U.S. Department of Education. (2002b). No Child Left Behind: A desktop reference. Washington, DC: Author.
94. U. S. Department of Education. (2002c). No Child Left Behind executive summary. Washington, DC: Author.
95. U.S. Department of Education. (2002d). Recruiting and retaining high-quality teachers: SPeNSE summary. Washington, DC: Author.
96. Van Acker, R., Grant, S. H., & Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19, 316-334.
97. Walker, H. M., Sprague, J. R., Close, D. W., & Starlin, C. M. (2000). What is right with behavior disorders: Seminal achievements and contributions of the behavior disorders field. Exceptionality, 8, 13-29.
98. Webber, J., & Scheuermann, B. (1997). A challenging future: current barriers and recommended action for our field. Behavioral Disorders, 22, 167-178.
99. Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders. Behavioral Disorders, 24, 51-56.
100. Wehby, J. H., Symons, F. J., & Shores, R. E. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.
101. Zaragoza, N., Vaughn, S., & McIntosh, R. (1991). Social skills interventions for children with behavior problems: A review. Behavioral Disorders, 76, 260-275.