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Emotional Disturbances

• Children who qualify for LD and SED programs: Do they differ in level of ADHD symptoms and comorbid psychiatric conditions?
  A study investigated whether children enrolled in programs for learning disabilities (LD) or serious emotional disturbance (SED) differed in levels of attention deficit hyperactivity disorder (ADHD) and comorbid psychiatric conditions. Data were obtained from students in grades 2-4 who qualified for exceptional student education services for LD or SED in a medium-sized school district in Florida.
• Cultural Concerns in Addressing Barriers to Learning: An Introductory Packet. Corp Author(s): California Univ., Los Angeles. Center for Mental Health in Schools
  This introductory packet provides information on cultural concerns that should be considered in addressing barriers to student learning.
• Curriculum Instruction Practices for Students with Emotional/Behavioral Disorders. From the Second CCBD Mini-Library Series: Successful Interventions for the 21st Century
  This monograph presents some of the current developments in curriculum and instruction for students with emotional/behavioral disorders.
• Enrollment predictors of the special education outcome for students with SED
  A study examined the predictive value of initial enrollment variables obtained in a previous study of elementary and secondary students newly identified with serious emotional disturbance (SED). Participants were 75 students with SED whose outcomes had been determined as successful in the previous study and 76 students with SED whose outcomes had been determined as unsuccessful.
• Ethnicity and special education research: Identifying questions and methods.
  Part of a special issue on emerging trends and issues in research for the education and treatment of children with behavioral disorders. The overrepresentation of African-American students in special education and particularly with serious emotional disturbance (SED) or mild mental retardation has been documented by considerable research.
• Issues in Educating Students with Disabilities. The LEA Series on Special Education and Disability
  This book is designed to reaffirm the value of special instruction and to provide information on current research and practice which shows productive and successful outcomes. It addresses the definition of disabilities, the assessment of disabilities, instruction, special populations, special education legislation and policy, and integration.
• Models To Improve Service Delivery. Chapter 8
  This collection of papers presented at a 1996 conference on children's mental health focuses on models to improve service delivery.
• Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities
  This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities.
• Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities
  This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities.
• Predictors of high school graduation or dropping out for youths with severe disturbances
  A study investigated the predictors of high school graduation or dropping out for youths with severe emotional disturbances (SED). Participants were 664 18- to 27-year-old youths who had a primary disability label of SED and left school prior to 1990.
• Teacher Preparation in E/BD: A National Survey
  A survey of 101 directors of teacher training programs for working with students with emotional and behavioral disorders (E/BD) found encouraging practices such as offering E/BD programming at the graduate level; however, there were some areas such as special education law and multicultural issues that received little attention. (Author/CR).
• The effects of social skill instruction and self-monitoring on game-related behaviors of adolescents with emotional or behavioral disorders.
  A study assessed the effects of social skill instruction and self-monitoring on the development and generalization of game-related social skills for adolescents with emotional or behavioral disorders (EBD). Three male EBD students aged 14- to 15-years-old participated in play activities and social skill instruction on peer-reactions, reactions to losing, and reactions to winning.