Integrating Academic and Non-Academic Instruction for Students with Emotional/Behavioral Disorders

Students with emotional/behavioral disorders exhibit a wide range of academic and behavioral problems. Not surprisingly, there is growing support for integrating instruction to address overlapping students\u27 needs in both areas. In this article, we discuss instructional variables that contribute to a positive classroom climate and that serve as setting events for more focused group-individual instructional programs. We draw on the accumulated research to identify common non-academic challenges that should be incorporated into those programs. We examine issues that relate to the efficacy of instruction and also the cultural and chronological age differences among students and how they relate to planning for instruction. Finally, we offer several forms that illustrate ways to combine academics and non-academics into a manageable instructional plan

Early Intervention with Children at Risk of Emotional/Behavioral Disorders: A Critical Examination of Research Methodology and Practices

Children\u27s behavior problems pose challenges to families, schools, and society. The research literature argues that early detection/intervention is the most powerful course of action in ameliorating these problems in children at risk of emotional/behavioral disorders. However, specifying precisely what constitutes a quality program of early intervention is not a simple task. Current conceptualizations suggest that successful early intervention cannot be unidimensional in nature, but must consist of a complex series of interactions and transactions that synergistically serve to nurture and enhance both the development of the child and family. In this paper, we reviewed the accumulated research to learn more about the critical elements of early intervention. Specifically, we examined three major areas addressed in the literature. First, we describe literature search procedures and criteria for study inclusion, along with methods for analyzing these early intervention studies. Second, we examine the conduct of the intervention, including characteristics of study participants, types of interventions, types of measures, age of onset and length of intervention, treatment fidelity, and social validity measures. Finally, we draw upon that review to offer recommendations for future research

The future of the North Atlantic Alliance

Essay on a Ditchley Foundations conference held at Ditchley Park (Great Britain), 18-20 Nov 1994SIGLEAvailable from British Library Document Supply Centre- DSC:3604.2559(D94/14) / BLDSC - British Library Document Supply CentreGBUnited Kingdo