This study explored whether the relationship between temperament and emotional and behavioral disorders (EBDs) is moderated by socioeconomic status (SES) in a sample of 73 children ages 5 through 15 years. Caregivers completed the Rothbart temperament surveys and the Child Behavior Checklist (CBCL). Indicators of SES included total household income and occupational status, while indicators of EBDs included the Internalizing Problems, Externalizing Problems, and Total Problems scales of the CBCL. Temperament variables included Fear, Frustration, Sadness, and Shyness. Hierarchical regression analyses revealed 4 regressions significant for moderation. A conclusion gleaned from these results is that the relationship between particular temperament dimensions and Externalizing Problems and Total Problems is stronger in low-SES children than high-SES children but only when taking into account occupational status.

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In this qualitative study, parental perspectives were sought about the overall experiences of seeking support for children with Emotional/Behavioural Disorders (E/BD), from the early signs of disordered behaviour through the processes of diagnosis, assessment, and treatment. The parents of 4 children with Severe E/BD participated in interviews exploring child and family history, previous access to supports and services, and the perceived need for additional services for the child and/or family. Results were examined using multiple case study design, and indicated that parenting a child with E/BD results in significant impact on parental stress, employment, and health. The processes of assessment and diagnosis were perceived as confusing and overwhelming, and relationships with school personnel were often strained. The participants had variable experiences accessing supports outside of school. Examination of these perspectives suggests that continuity, collaboration, and communication continue to be necessary building blocks for developing effective child and family supports. / Special Education

abstract: Teachers use different rates of positive feedback with students who are high-risk for emotional and behavioral disorders (EBD) in comparison to the rates of positive feedback teachers' use with low-risk students. By addressing the differential treatment, it may alleviate some of the related negative effects students high-risk for EBD experience, such as poor educational and social outcomes. The study explored the extent of teachers' differential use of feedback toward students identified as high-risk and low-risk for EBD. The data were collected in 56 teachers' classrooms by measuring rates of feedback delivered to 1 high-risk and 1 low-risk student per classroom (112 students total). Results revealed that teachers used positive strategies infrequently with the students high- risk for EBD. Results further indicated that teachers were over reliant upon using negative feedback with high-risk students. Descriptive variables within the study, such as school-wide and teachers' self-evaluations of positive classroom strategies, schools' special education population, and suspension rates were further explored. Implications for professional practice and potential future lines of inquiry on the differential treatment of students at risk for EBD in educational settings are presented. / Dissertation/Thesis / Ph.D. Special Education 2011

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There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian students, their families, and how they acculturate to the American society. Acculturation affects parents and children in different ways, and it can affect the way parents raise their children. Using semi–structured interviews, this study examined Saudi mothers' perspectives on acculturation to American society and how those perspectives affect their childrearing beliefs and their children's behaviors. The descriptive qualitative study acknowledges mothers' perceptions about adaptation of Saudi children to American society and if those parents observe behavioral changes in their children. The results showed there are some changes that occurred regarding parental beliefs of parents due to acculturation, but there were not any behavioral problems caused by acculturation to the American culture in the Saudi children.

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Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The district-level directors were asked to forward the survey to all personnel providing direct or indirect services to students with EBD. Survey participants were asked to rate 27 evidence-based interventions for students with EBD in three categories on a 5-point Likert scale: (a) importance of the intervention; (b) frequency of use of the intervention; and (c) preparedness to implement the intervention. With a response rate of 32% and representation from all 20 educational service center areas, data were analyzed through simple frequency statistics to determine that most respondents were public school special educators who had been in their current position for 5 years or less. They identified a climate that supports successful teaching and learning and clear rules/expectations as very important. They reported using procedures for the use of physical restraint most frequently, and being most well-prepared to implement clear rules/expectations. A canonical correlation analysis revealed an inverse relationship between importance ratings of tertiary level interventions and frequency of use and preparedness to implement primary level interventions which implies that while practitioners rate tertiary level interventions as important, they are more likely to be well-prepared to implement primary level interventions and to do so with more frequency. Additionally, a review of literature is provided and results and analysis of the survey are discussed as well as recommendations for the future.

Education in Saudi Arabia, including the education of children with special needs, is developing rapidly. However, children with emotional and behavioral disorders are neither consistently identified nor adequately served in Saudi Arabia although they are recognized as a distinct category of children who require special education services. The goal of this study was to examine the prevalence of emotional and behavioral disorders among children in Saudi Arabia to assess the need for intervention services to help those children reach their potential. The current research identified the types of behaviors that are most evident in the study sample. Also, the relationship between demographics and emotional and behavioral disorders is studied to identify possible predictors of disruptive forms of behavior. Parents of children aged 4-17 years in Saudi Arabia were surveyed using the Strengths and Difficulties Questionnaire. The findings of the study suggest that children with emotional and behavioral disorders in Saudi Arabia may account for 20% of the population of children between the ages of 4 and 17. The findings also revealed that over 20% of children in Saudi Arabia have difficulties in peer relationship and lack the necessary prosocial behaviors. The parent reporting, child gender, child education type, the geographical region, the father's education level, and the family's socioeconomic status were found to be statistically significant predictors of children's difficulties. However, these predictors were only able to explain a small portion of the difficulty scores.