Hostname: page-component-84b7d79bbc-x5cpj Total loading time: 0 Render date: 2024-07-27T17:11:57.840Z Has data issue: false hasContentIssue false
  • English
  • Français

The Current Status of Classification, Assessment, Programming, and Service Delivery Issues Relating to Children with Externalizing Behavior Disorders in the School Setting

Published online by Cambridge University Press:  26 February 2016

Hill M. Walker
Hill M. Walker*
Affiliation:
College of Education, University of Oregon, Eugene, Oregon 97403
Get access Rights & Permissions [Opens in a new window]

Extract

Children who are classified as either emotionally disturbed or behavior disordered appear to stress school systems perhaps more intensely than any other handicapping condition. The behavioral characteristics of this population of students are extremely aversive to peers and adult social agents (teachers, parents) who must interact with them on a daily basis. Frequently, these children disrupt the instructional process for themselves and others, defy the teacher, and engage in forms of social behavior that are considered either inappropriate to the school setting (tantrumming, disturbing others, fighting) or are severe violations of social norms (stealing, self abuse).

Type
Research Article
Information
Australasian Journal of Special Education , Volume 8 , Issue 2 , November 1984 , pp. 25 - 29
Copyright
Copyright © The Australian Association of Special Education 1984

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Apter, S. J. & Conoley, J. C. (1984) Childhood behavior disorders and emotional disturbance. Englewood Cliffs: Prentice-Hall Google Scholar
Greenwood, C. R., Delquadri, J., & Hall, R. V. (1984). Opportunity to respond and student academic performance. In Howard, W. Heron, T. Hill, D. & Trap-Porter, J. (Eds.), Focus on behavior analysis in education (pp. 58–88). Columbus OH: Charles E. Merrill.Google Scholar
Grosenick, J. (1981). Public school and mental health services to severely behavior disordered students. Behavior Disorders, 6, 183–190.CrossRefGoogle Scholar
Grosenick, J. K., & Huntze, S. L. (1980). National needs analysis in behavior disorders: Adolescent behavior disorders. Columbia: University of Missouri, Department of Special Education.Google Scholar
Hewett, F. (1968). The emotionally disturbed child in the classroom. Boston: Allyn & Bacon.Google Scholar
Jones, V. (1980). Adolescents with behavior problems. Boston: Allyn & Bacon.Google Scholar
Kauffman, J. (1980). Where special education for disturbed children is going: A personal view. Exceptional Children, 46, 522–527.Google Scholar
Kauffman, J. (1982). Social policy issues in special education and related services for emotionally disturbed children and youth. In Noel, M. & Haring, N. (Eds.) Progress or change: Issues in educating the emotionally disturbed (pp. 1–10). Seattle: University of Washington.Google Scholar
Kazdin, A. (1977). Assessing the clinical or applied importance of behavior change through social validation. Behavior Modification, 4, 427–452.Google Scholar
McDowell, R., Adamson, G., & Wood, F. (1982). Teaching emotionally disturbed children. Boston: Little, Brown & Company.Google Scholar
Noel, M. (1982). Public school programs for the emotionally disturbed: An overview. In Noel, M. & Haring, N. (Eds.), Progress or change: Issues in educating the emotionally disturbed (Vol. 2, pp. 1–28). Seattle: University of Washington.Google Scholar
Paine, S., Bellamy, T., & Wilcox, B. (Eds.). (1984). Human services that work. Baltimore: Paul H. Brookes.Google Scholar
Rogers-Warren, A., & Warren, S. (1977). Ecological perspectives in behavior analysis. Baltimore: University Park Press.Google Scholar
Ross, A. (1980). Psychological disorders of children: A behavioral approach to theory, research and therapy (2nd ed.). New York: McGraw-Hill.Google Scholar
Sarason, S., & Doris, J. (1978). Mainstreaming: Dilemmas, opposition, opportunities. In Reynolds, M. (Ed.), Futures of education for exceptional children: Emerging structures. Reston VA: Council for Exceptional Children Publications.Google Scholar
Walker, H. M. (1979). The acting out child: Coping with disruptive classroom behavior. Boston: Allyn & Bacon.Google Scholar
Walker, H. M. (1982). Assessment of behavior disorders in the school setting: issues, problems and strategies. In Noel, M. & Haring, N. (Eds.), Progress or change: Issues in educating the emotionally disturbed (Vol. 1, pp. 11–42). Seattle: University of Washington.Google Scholar
Walker, H. M., Hops, H., & Greenwood, C. R. (1981). RECESS: Research and development of a behavior management package for remediating social aggression in the school setting. In Strain, P. (Ed.), The utilization of classroom peers as behavior change agents (pp. 261–303). New York: Plenum Press.Google Scholar
Walker, H. M., Hops, H., & Greenwood, C. R. (1984). The CORBEH research and development model: Programmatic issues and strategies. In Paine, S. Bellamy, T. & Wilcox, B. (Eds.), Human services that work. Baltimore: Paul H. Brookes.Google Scholar
Walker, H. M., McConnell, S., & Clarke, J. Y. (in press) Social skills training in school settings: A model for the social integration of handicapped children into less restrictive settings. In McMahon, R. J. & Peters, R. D. (Eds.), Childhood disorders: behavioral-developmental approaches. New York: Brunner/Mazel.Google Scholar
Walker, H. M., Reavis, H. K., Rhode, G., & Jenson, W. R. (in press). A conceptual model for delivery of behavioral services to behavior disordered children in a continuum of educational settings. In Bornstein, P. & Kazdin, A. (Eds.), Handbook of clinical behavioral services with children. Homewood IL: Dorsey Press.Google Scholar
Wolf, M. (1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied behavior Analysis, 11, 203–214.Google Scholar