Behaviorally Disordered Mentally III Inmates: Mad or Bad?

2008 ◽  
Author(s):  
Dennis Sandrock ◽  
Sandra Bernavon
Keyword(s):  
Behaviorally Disordered

Managing Students with Behavior Disorders: Perceived Efficacy of Interventions

1997 ◽  
Vol 80 (3_suppl) ◽  
pp. 1167-1170 ◽  
Author(s):  
A. Geoffrey Abelson
Keyword(s):  
Behavior Disorders ◽  
Perceived Efficacy ◽  
Behaviorally Disordered

This study examined the perceived efficacy of interventions commonly used by teachers of students with behavior disorders. Of 30 interventions used with approximately 1200 students labeled behaviorally disordered, 149 teachers ranked 22 as effective, and 8 were more often ranked as seldom effective. These findings have implications for teachers' preparation and identifying better practices for teaching students with behavior disorders.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

Public School and University Teacher Training Programs for Behaviorally Disordered Children: Are They Compatible?

1980 ◽  
Vol 5 (3) ◽  
pp. 151-155 ◽  
Author(s):  
Kenneth Kavale ◽  
Alfred Hirshoren
Keyword(s):  
Public School ◽  
Teacher Training ◽  
Training Programs ◽  
Behavior Disorder ◽  
Theoretical Models ◽  
School Behavior ◽  
Behaviorally Disordered ◽  
School Programs ◽  
Teacher Training Programs ◽  
University Teacher Training

The findings from a survey of public school programs for behaviorally disordered children are presented suggesting that a majority considered their theoretical focus to be behavioral. If a majority of university teacher-training programs in behavior disorder also consider their primary theoretical focus to be behavioral as previous research suggested, then the two would appear to complement each other. Another portion of the survey, however, indicated that the pragmatic approaches to treatment found in public school behavior disorders programs cover techniques reflecting a wide variety of theoretical models. Consequently, there exists a mismatch which prevents maximum effectiveness in both teacher training and service delivery for behaviorally disordered children. It was concluded that university teacher training programs should reflect a more eclectic stance by carefully synthesizing assorted theoretical components into a composite which meets the diverse pragmatic demands of public school programs for behaviorally disordered children.1

A Retrospective Follow-up of Behaviorally Disordered Adolescents: Identifying Predictors of Treatment Outcome

1986 ◽  
Vol 11 (2) ◽  
pp. 87-97 ◽  
Author(s):  
Peter Leone ◽  
Ronald Fitzmartin ◽  
Frank Stetson ◽  
Jennifer Foster
Keyword(s):  
Academic Achievement ◽  
Treatment Outcome ◽  
Day Treatment ◽  
Treatment Programs ◽  
Successful Completion ◽  
Behaviorally Disordered ◽  
Residential Status ◽  
Factors Associated ◽  
Day Treatment Program

Behaviorally disordered adolescents are a heterogeneous group. Determining which students enrolled in particular treatment programs are likely to be successful is a difficult task. This retrospective follow-up systematically investigated behaviorally disordered youth and identified factors associated with successful completion of a comprehensive residential and day treatment program. Results suggest that, for the 70 subjects studied, attendance, day or residential status, and prior adjudication were related to treatment outcomes. A dditionally, for a subset of 34 subjects directly interviewed and assessed at follow-up, measures of academic achievement were unrelated to outcomes.

Teaching Test-Taking Skills to Behaviorally Disordered Students

1988 ◽  
Vol 13 (4) ◽  
pp. 240-244 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Lois Marsing
Keyword(s):  
Content Area ◽  
Pretest Score ◽  
Control Groups ◽  
Specific Test ◽  
Test Analysis ◽  
Behaviorally Disordered ◽  
Test Taking ◽  
And Control ◽  
Experimental Group ◽  
And Training

Researchers recently have suggested that behaviorally disordered students exhibit deficits in test-taking skills, the ability to use test cues to maximize test scores. These deficits may account partially for the low achievement scores commonly associated with this population. The present investigation was intended to determine whether behaviorally disordered students could be trained to improve test-taking skills relevant to content area tests. First, 34 behaviorally disordered adolescents were administered Slakter, Koehler, and Hampton's (1969) test of test-taking skills, matched for grade and pretest score, and assigned at random to experimental and control groups. Experimental group students were provided with training in specific test-taking skills relevant to content area, teacher-made tests, over a 5-day period while control students received their regularly scheduled instruction. After the training period, a posttest was administered. A two-way (group by test) analysis of variance indicated that experimental condition students scored significantly and substantially (nearly 50%) higher than untrained control students. Implications for research and training are discussed.

Using Social Comparison Procedures in Educating Behaviorally Disordered Pupils

1982 ◽  
Vol 7 (4) ◽  
pp. 219-224 ◽  
Author(s):  
Michael H. Epstein ◽  
Douglas Cullinan
Keyword(s):  
Social Comparison ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Reading Program ◽  
Evaluation Procedure ◽  
Education Programs ◽  
Behaviorally Disordered ◽  
The Social ◽  
Practical Implications

Social comparison is an applied behavior analysis evaluation procedure that may help educators evaluate whether or not an improvement in classroom functioning has practical value to the treated pupil. This paper describes how to use the social comparison procedure. As an illustration, a case is presented in which the effects of a reading program on the performance of a behaviorally disordered pupil was evaluated through social comparison. Practical implications are offered pertaining to the use of social comparison in education programs for such pupils.

Media Review: Multicultural Issues in the Education of Behaviorally Disordered Youth

1995 ◽  
Vol 20 (2) ◽  
pp. 149-150
Author(s):  
Robert B. Rutherford ◽  
Mary Beth Noll ◽  
Doug Risberg
Keyword(s):  
Behaviorally Disordered ◽  
Multicultural Issues ◽  
Media Review

School Psychologists' and Teachers' Perceptions of Data Used in the Identification of Behaviorally Disordered Students

1984 ◽  
Vol 10 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Carl R. Smith ◽  
Alan R. Frank ◽  
Bill C. F. Snider
Keyword(s):  
Elementary Teachers ◽  
School Psychologists ◽  
Actual Behavior ◽  
Behaviorally Disordered ◽  
Teachers Perceptions ◽  
Inadequate Information ◽  
Intellectual Measures

To assess the availability, quality, and sufficiency of file information for students identified as behaviorally disordered, 60 student files were rated by 60 school psychologists and 60 elementary teachers of the behaviorally disordered. Student files consisted of information available at the time of staffing for students who were subsequently identified as behaviorally disordered. It was found that traditional types of data (academic and intellectual measures) were rated as being available and of highest quality, whereas behaviorally oriented data (e.g., actual behavior data) were available, but of lowest quality. In addition, 87% of the student files were perceived by at least one rater as containing inadequate information for the purpose of identifying students as behaviorally disordered. When asked about their opinions regarding the value of nine types of data for making identification decisions (without referring to specific student files), psychologists' and teachers' mean ratings were quite similar. Implications of these findings are discussed in relation to practices currently used to identify behaviorally disordered students.

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