Behavioral Disorders

Selected results of a national survey of 126 school districts with services for behaviorally disordered children and youth are presented and contrasted with the earlier findings of a similar study by Morse, Cutler, and Fink (1964). Specific comparisons are made regarding (a) program goals, aims, and philosophy, (b. service delivery, (c) the role of the teacher, and (d) entrance and exit procedures. Differences between the two studies were found in the level and types of services provided to behaviorally disordered students and the theoretical orientations used within classrooms. Similarities appeared in the general aims and goals of these programs, the role of the teacher in their operation, and the degree of formalization (or lack thereof) of entrance and exit procedures to these programs.

Recently, several factors possibly contributing to underidentification and underservice to students with behavioral disorders have been suggested. The present study sought to examine the variable of average per pupil expenditure, size of minority population, and learning disabilities service level across states designated as high behavioral disorders service states and low behavioral disorders service states. Results show that no statistically significant difference between these two groups of states was found on any of the three variables examined. While a wide range of variability (.03 to 3.09%) in service level to students with behavioral disorders was found among the 50 states and the District of Columbia, the analysis does not support any of the variables tested as explanations for the observed variability. Finally, implications of the findings of the study and possible explanations for the observed variability are discussed.

Subjects studied were 249 seriously emotionally disturbed students (204 boys, 45 girls) ranging in age from 7 to 19 years. Data included 10. teacher's estimate of academic performance in core academic areas, amount of time spent in regular classes or other educational placements, and scores on the Quay-Peterson Behavior Problem Checklist. The sample was below average in IQ and estimated academic achievement. Approximately one-half of the sample were placed for part of the day in regular classes. Those with higher IQs tended to be placed more often in mainstream settings, but academic achievement estimates and type of behavior problem were not clearly related to placement. IQ and academic achievement estimates were significantly related, but IQ was predictive of neither the amount nor the kind of problem behavior. However, BPC factor score was related to estimated reading achievement, poor reading performance was related to high scores on Conduct Disorder and Socialized Delinquency, and high estimated academic performance was related to Personality Problem and Inadequacy-Immaturity. Implications of the findings for prevalence estimates and composition of special education programs for seriously emotionally disturbed students are discussed.

The purpose of this paper is to share the results of an observational study conducted on the frequency and severity of misbehaviors of 98 behaviorally disordered adolescent students as they rode school buses to and from a self-contained, day-school program for an entire year. Events promulgated by the Board of Education during that year allowed data to be collected on the same students on two different transportation arrangements: mainstreamed and categorical. Misbehaviors were classified and recorded according to types. As a measure of impact upon school personnel, the type and frequency of interventions employed by them during the year are also reported. Results indicate a tremendous increase in students' misbehaviors and subsequent interventions during the period of categorical transportation.

Teacher completed Behavior Problem Checklists on 730 behaviorally disordered pupils were subjected to first- and second-order factor analyses. The first-order factor analysis replicated prior research with the BPC; the second-order analysis replicated findings with other instruments. Sex and age comparisons were examined in relation to the two broad-band factors that were identified.

It has been argued that teacher perception of the behavior of students affects the interaction between teacher and student. This study attempted to determine if teachers perceive a difference between behaviorally disordered and socially normal students in terms of interpersonal behavior. A total of 410 subjects between the ages of 8 and 15 classified as either behaviorally disordered or socially normal were assessed using the Social Performance Survey Schedule. Data analysis included the MANOVA and oneway analysis of variance. The results indicated that socially normal subjects were perceived as having significantly more prosocial behavior and significantly less antisocial behavior than behaviorally disordered subjects. Further, female subjects were perceived as having significantly more prosocial behavior and less antisocial behavior than males. The teachers perceived significant improvement in prosocial behavior with increasing age. Teachers also perceived a significant increase in negative social behavior for normal secondary-age students but not for behaviorally disordered students. Behaviorally disordered students, however, continued to be perceived as significantly worse at both age levels. Implications of the findings are discussed.

Practitioners have at their disposal many empirically validated strategies for managing aggressive behavior. In addition, the legal and ethical implications of these techniques have received considerable professional attention. An exception to this is the use of manual restraint. Data suggest the use of this procedure is common in public school settings; however, a comprehensive discussion of its legal and ethical implications has yet to emerge. The purpose of this paper is to review the advantages and disadvantages associated with manual restraint and to present procedural and ethical guidelines governing its use in the public schools.