Dropout rates impacting students with high-incidence disabilities in American schools remain staggering (Bost, 2006; Hehir, 2005). Of this group, students with Emotional Behavioral Disorders (EBD) are at greatest risk. Despite the mandated national propagation of inclusion, students with EBD remain the least included and the least successful when included (Bost). Accordingly, this study investigated the potential significance of inclusive settings and other school-related variables within the context of promoting the graduation potential of students with Specific Learning Disabilities (SLD) or EBD. This mixed-methods study investigated specified school-related variables as likely dropout predictors, as well as the existence of first-order interactions among some of the variables. In addition, it portrayed the perspectives of students with SLD or EBD on the school-related variables that promote graduation. Accordingly, the sample was limited to students with SLD or EBD who had graduated or were close to graduation. For the quantitative component the numerical data were analyzed using linear and logistic regressions. For the qualitative component guided student interviews were conducted. Both strands were subsequently analyzed using Ridenour and Newman’s (2008) model where the quantitative hypotheses are tested and are later built-upon by the related qualitative meta-themes. Results indicated that a successful academic history, or obtaining passing grades was the only significant predictor of graduation potential when statistically controlling all the other variables. While at a marginal significance, results also yielded that students with SLD or EBD in inclusive settings experienced better academic results and behavioral outcomes than those in self-contained settings. Specifically, students with SLD or EBD in inclusive settings were found to be more likely to obtain passing grades and less likely to be suspended from school. Generally, the meta-themes yielded during the student interviews corroborated these findings as well as provided extensive insights on how students with disabilities view school within the context of promoting graduation. Based on the results yielded, provided the necessary academic accommodations and adaptations are in place, along with an effective behavioral program, inclusive settings can be utilized as drop-out prevention tools in special education.

Since this is a survey to determine the current practices and procedures of counseling in residential treatment centers for emotionally disturbed children, the problem of this study may be stated as follows: (1) to review related literature in the field of counseling and guidance in order to determine the best educational thought as to what constitutes a good counseling program; (2) by means of a survey in the form of a questionnaire, to determine what is actually being done in counseling work in established residential treatment centers for disturbed children; (3) to determine, from information received, good counseling work practices for treating emotionally disturbed children.

The teacher of the emotionally disturbed student must provide an educational setting for pupils unable, or unwilling, to appropriately interact within the regular educational setting. The teacher, ultimately, decides classroom scheduling, academic experiences, social interactions and order of the room. In short, teaching style and the teaching personality shape the learning environment. Style of teaching is evidenced by the management techniques utilized within the classroom. The purpose of this study is to determine if differences exist in the classroom management techniques employed by educators of emotionally disturbed children and youth assigned to (a) resource rooms in the public school setting, (b) self-contained classrooms in the public school setting, and (c) residential treatment centers as determined by the Classroom Management Profile (Bullock & Zagar, 1980).

Indiana University-Purdue University Indianapolis (IUPUI) / The research base regarding the effectiveness of systems of care for children with serious emotional disturbances is limited. The incremental development of systems of care in Indiana provides an opportunity to compare the outcomes of children served in these child and family wraparound teams with the outcomes of a matched sample of children receiving usual public mental health services. Functional assessment data from a state database was examined using logistic regression models. The level of development of wraparound services was used as a fidelity measure.

There has been a recent trend towards increasing accountability of mental health care providers through the use of treatment outcome measures, in order to reduce spending and improve patient care. This qualitative study utilized focus groups to elicit input regarding the need and possible content involved in creating an improved outcome measure specifically designed for severe emotionally disturbed (SED) children and adolescents. We conducted 60-90 minute focus groups with each of the following three separate constituent groups who are regularly involved in the care of SED youth at the Utah State Hospital (USH), including a) hospital clinical staff, b) affiliated education staff, and c) parents/primary caregivers; as well as clinical staff at a community mental health youth outpatient clinic, the Wasatch Mental Health (WMH) Youth Outpatient Program. While the groups agreed that a new unified system of tracking outcomes could be beneficial as an aid in improving outcomes, their greater concern is about a lack of communication between disciplines and between levels of care. Six broad domains were divided between two sections of Internal versus External Locus of Control (Internal: Behavior, Social/Emotional, Academic/Cognitive, and Strength-Based Assessment; External: Collaboration among Care Providers and Family) and 23 subdomains were generated based on themes identified from the focus groups' responses. We also compared these domains and subdomains to ones previously generated by a USH pilot study and found some overarching similarities, but also some notable differences and both should be considered in any future outcome measure created. However, the most prevalent theme we found was a desire for an increase in collaboration and communication between constituencies and throughout levels of care, which is vitally important to improve care and long-term outcomes of SED youth.

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The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in reducing disruptive behaviors in a school exclusively serving students diagnosed with emotional disturbance. The study also examined the effect of the BSO on academic success and school attendance. Staff attitudes toward the BSO were also examined. Finally, demographic categories were evaluated. Archival data from two school years were collected. There were 35 students during the 2007-2008 school year when the BSO was in effect, and 65 students during the 2008-2009 school year when the BSO was not in effect. There was also an evaluation of the 23 students who were present during both years. It was hypothesized that use of the behavior support office would reduce the number and intensity of behavior incidents, and ultimately, reduce the amount of time spent out of class due to those behaviors. The data, however, demonstrated that students exhibited more behavior incidents and spent more time out of the classroom due to those behaviors with the BSO in place. It is believed that this increase was most likely due to the reinforcement of escape motivated behaviors. These behaviors in the BSO were, however, of a lower intensity. This researcher further hypothesized that students would demonstrate higher grade point averages and higher rates of attendance with the behavior support office in place. There was no significant difference in GPA or attendance. School staff were administered the Intervention Rating Profile - 15 to examine levels of staff acceptance for the behavior support office. Teaching staff had the highest level of acceptance for the BSO, while administrators had a lower level of acceptance, and behavior staff had the lowest level of acceptance. The higher level of teaching staff acceptance did not appear to impact the success of the intervention. Finally, demographic information was evaluated. There were no significant effects for age or gender. However, African American students demonstrated a significantly greater decrease than Caucasian students in time out of the classroom due to behavior incidents after the Behavior Support Office was discontinued. / School Psychology

A number of authors have suggested recently that the behavioral characteristics and self-perceptions of learning disabled and emotionally disturbed children are so similar as to negate the fruitfulness of trying to differentiate between these two groups. These characteristics are quite similar for the two special education groups when they have been compared independently of each other to regular education students. In order to provide support for these prior studies, the self-concepts and locus of control of 36 learning disabled, emotionally disturbed, and regular education students were compared. A significant difference was found between the LD and RE students in terms of self-concept only. No significant differences were noted between the ED and RE students. These results are discussed in relation to the somewhat conflicting results of prior studies with implications for future research.

O nível de perturbação a que um ambiente está sujeito pode afetar profundamente o processo de regeneração natural, através de modificações nas fontes de regeneração. Os principais mecanismos de regeneração natural das florestas são a chuva de sementes (dispersão), o banco de sementes do solo e o estabelecimento de plântulas. O presente estudo tem como objetivo analisar uma das principais etapas da regeneração, a chuva de sementes, em áreas de perturbações naturais (clareiras) e antrópicas (área queimada) e áreas sem indícios de perturbação recente na Mata Atlântica do sul da Bahia. Para a amostragem, foram instalados coletores de sementes em ambientes de sub-bosque, de clareiras naturais e de uma área perturbada por fogo, num total de 144 coletores de 0,50 x 0,50 m, amostrados mensalmente. A chuva de sementes da Floresta Ombrófila Densa analisada foi contínua ao longo dos dois anos amostrados, mas apresentou flutuações entre períodos do ano e variações entre os ambientes analisados. Foram amostradas 41.910 sementes, pertencentes a 198 morfoespécies, sendo que as 120 que puderam ser identificadas foram distribuídas em 31 famílias e 57 gêneros. As 78 espécies indeterminadas representam apenas 256 sementes ou 0,6% do total de sementes amostradas. A menor quantidade total de sementes nesses dois anos foi observada no ambiente de clareiras (7.555, representando 1,25 sementes/m²/dia), enquanto o maior número de sementes foi observado na área queimada (13.656, ou seja, 2,17 sementes/m²/dia). Não foram constatadas diferenças significativas entre a proporção de espécies anemocóricas para os ambientes de clareiras e sub-bosque em nenhum dos anos analisados. Os ambientes mais similares foram o sub-bosque próximo à área queimada (MP) e o subbosque adjacente às clareiras (SB), seguido pelas clareiras (C) e pelo sub-bosque próximo à área queimada (MP). Os períodos de maior taxa de deposição de sementes estiveram concentrados principalmente no meio de ano para praticamente todos os ambientes. A chuva de sementes foi dominada por um pequeno número de espécies produzindo cerca de 98% do total de sementes amostradas, e com muitas espécies sendo representadas por poucas sementes ao longo do período de estudo. Essa dominância foi representada principalmente por três espécies arbóreas pioneiras nativas: Miconia mirabilis, Cecropia pachystachya e Henriettea succosa. Em análise mais detalhada da chuva de sementes destas espécies foi observado que as espécies Miconia mirabilis e Cecropia pachystachya mostraram um padrão anual de deposição de suas sementes, sugerindo que estas espécies possuem uma fenologia definida com longos períodos de deposição de sementes durante o ano. Henriettea succosa foi a espécie que obteve uma distribuição mais homogênea entre os quatros ambientes observados, porém sua maior deposição de sementes ocorreu exclusivamente no mês de abril de 1999. / The disturbance level to which a forest is exposed to may affect its dynamics, modifying the recruits sources. The main mechanisms of forest natural regeneration is seed rain (dispersion), soil seed bank and seedlings establishment. This study aims to analyze seed rain within fire and natural (gaps) disturbed areas and sites with no sign of recent disturb at Atlantic Forests of South Bahia. Sampling was taken monthly through seed rain collectors located under gaps, understorey and fire disturbed areas, in a total of 144 0,5x0,5 m collectors. Although seed rain sampling was continuous, fluctuations were noticed for distinct seasonal periods and environments. A total of 41.910 seeds were sampled, representing 198 morfo-species; 120 were identified and classified into 31 botanical families and 57 genera. The remaining 78 morfo-species were represented by 256 seeds or 0,6% of total sampled seeds. The lower quantities of seeds were observed within gaps environments (7.555 seeds, representing 1,25 seeds/m²/day), while the higher amounts were observed for the fire disturbed areas (13.656 seeds or 2,17 seeds/m²/day). No significant differences were found regarding anemochoric species occurrence between gaps and understorey environments. Similarities were found between fire disturbed areas (MP) and their surrounding understorey environments (SB) and also between gaps (C) and understorey close to fire disturbed areas (SB). The periods of seeds deposition higher rate had been mainly concentrated in the middle of the year for practically all environments. Seed rain was characterized by few species that produced around 98% of the total amount of sampled seeds, with most of the species being represented by few seeds during this study. The dominant species were represented by three native pioneer tree species: Miconia mirabilis, Cecropia pachystachya and Henriettea succosa. A more detailed analysis of the seed rain revealed that Miconia mirabilis and Cecropia pachystachya have an annual deposition pattern, suggesting that these species have a defined phenology, with long periods of seeds deposition along a year. Henriettea succosa presented the most homogeneous distribution among the observed environments, with higher levels of deposition during April 1999. Further studies are needed to understand the observed patterns of this study, especially on M. mirabilis and C. pachystachya phenology.