Behavioral Disorders

Regular and special educators (92) completed the Teacher Tolerance Scale to identify group differences in levels of tolerance for behavior problems commonly found in the regular class. A one-way multivariate analysis of variance indicated no significant differences between groups. Of the 11 behavioral clusters, the most outer-directed behaviors (Negative Aggressive, Poor Peer Cooperation) were identified as least tolerable by both groups. Results suggest that concerns of regular and special educators may be more alike than different, yielding implications for consultative services and future research.

A systematic prompting system was used to increase the independent written language production of three behaviorally disordered students. The sequential prompt reduction technique involved four levels of prompts: self-initiating, motivational, content related, and literal. During baseline students received prompts in random order every 20 seconds until they started writing. In intervention the prompts were used in order from least to most intrusive. Also, the students recorded the average level of prompt and number of sentences produced each session. A multiple baseline across subjects design demonstrated that the procedure was effective in increasing the number of sentences produced as well as a decrease in the average prompt level for the three youths. Ratings by independent judges were significantly higher (p < .05) for compositions produced during intervention than for those produced during baseline. A follow-up demonstrated that the intervention effects maintained over a 60-day period.

A videotape-administered role play test of positive and negative assertion, the Behavioral Test of Interpersonal Competence for Children (BTICC), was administered to 17 emotionally disturbed and a matched sample of 17 nondisturbed boys ages 9-11 attending a nonurban school system. The two samples did not differ on mean age or IQ. Boys' role play responses to the videotaped narration and child prompt were scored from audiotapes for content, voice quality, latency, and number of words. The content of boys' responses to positive, negative, and combined assertion scenes as well as the incidence of inappropriate assertion (i.e., withdrawn or aggressive responses) on the negative assertion scenes differentiated the disturbed and nondisturbed boys. Two content scores entered into a significant discriminant function. The place of role plays in the assessment of boys suspected of behavioral or emotional disturbance is discussed. Future research is needed to determine the validity of the BTICC with more distinct clinical subgroups.

This case study illustrates the use of access to computers as a positive reinforcer to increase appropriate social behaviors. Results show that access to computers is a viable and effective reinforcer for prompting appropriate behaviors in a group of secondary level handicapped students. The advantages of computers as rein-forcers are discussed.

A brief historical account is given of the origins of the educateur in France, Canada, and the United States. The role of the educateur in the reeducation process of behaviorally disordered youth is described. Three unique features of the educateur model of treatment are outlined: (a) time spent with clients, (b) quality of interactions, and (c) function as a team member within the total structure of the child service agency.

This study was an attempt to determine the effect of physical activity on the classroom behavior of behaviorally disordered adolescents. A review of the literature suggested a long held belief that vigorous exercise is related to improved behavior and emotional status. Jogging and outdoor reading sessions were participated in by 6 behaviorally disordered sixth, seventh, and eighth graders; 3 of these subjects also engaged in winning and losing football contests. Dependent measures included teacher ratings, the rate and number of talk-outs, and percentage of problems completed per class session. An examination of the data indicated that a decrease in talk-outs and increase in teacher ratings and problems completed were associated with vigorous exercise. The results of this investigation suggest that physical activity may be valuable therapeutic technique to use with behaviorally disordered youth.

An analysis was conducted on articles comprising the first ten volumes of Behavioral Disorders. Descriptive information across the ten volumes indicated that a large number of articles addressed the functioning of elementary aged students, classified generally as behaviorally disordered, in classroom settings. Less widely described were preschool, autistic, or schizophrenic-like students. The type of article most frequently found was the position paper, although fewer of these articles have been included in recent years. A consistently increasing linear trend was found over the ten volumes in percentage of data-based articles and in percentage of higher validity studies. Finally, an increasing trend was found in quality of review papers over volumes. Implications are discussed and recommendations are given.

Matched on age (8 to 14 years) and sex (equal members) were 30 hearing impaired children with 30 nonhandicapped children. They were then assessed by their teachers on the Matson Evaluation of Social Skills with Youngsters, a 57-item Likert scale with a factor on appropriate social behaviors (Factor 1) and inappropriate assertion (Factor 2). A separate MANOVA for total score and factor scores was conducted for age and for condition (handicapped or nonhandicapped). Only the MANOVA for condition was significant, and statistical differences based on post hoc univariate F tests were only present on Factor 2. Also, the most prevalent items for Factors 1 and 2 of the scale were listed and compared across the two groups of children. Differences on Factor 1 showed that hearing impaired children were generally less assertive, while differences in rankings of particular items in Factor 2 were slight. The implications of the findings are discussed.