4 results match your criteria Behavioral Disorders[Journal]

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Stakeholders' Voices: Defining Needs of Students with Emotional and Behavioral Disorders Transitioning between School Settings.

Behav Disord 2016 May 1;41(3):135-147. Epub 2016 May 1.

Oregon Social Learning Center.

Students with emotional and behavioral disorders (EBD) too often do not receive adequate services or care in their school settings, particularly during transitions in educational placements. In addition, school support teams often struggle with creating transition plans that honor the needs of students with input from key stakeholders responsible for supporting student success. This article presents findings from the information-gathering phase of an iterative project that aims to develop a support program for students with EBD transitioning from day-treatment schools to district schools. Read More

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http://dx.doi.org/10.17988/BD-15-73.1DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5916839PMC
May 2016
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Early Intervention for Preschoolers at Risk for Attention-Deficit/Hyperactivity Disorder: Preschool First Step to Success.

Behav Disord 2016 Feb 1;41(2):95-106. Epub 2016 Feb 1.

University of California-Los Angeles.

This study evaluated the efficacy of the Preschool First Step (PFS) to Success early intervention for children at risk for attention deficit hyperactivity disorder (ADHD). PFS is a targeted intervention for children 3-5 years old with externalizing behavior problems and addresses secondary prevention goals and objectives. As part of a larger multisite, randomized controlled trial, the efficacy of the PFS program was evaluated on a subsample of 45 children who also had elevated comorbid ADHD symptoms as rated by parents and teachers. Read More

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http://dx.doi.org/10.17988/0198-7429-41.2.95DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5720167PMC
February 2016
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Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-lagged Panel Design and Population-based Sample.

Behav Disord 2013 Aug;38(4):212-227

The Pennsylvania State University.

We examined three questions. First, do reading difficulties increase children's risk of behavior difficulties? Second, do behavioral difficulties increase children's risk of reading difficulties? Third, do mathematics difficulties increase children's risk of reading or behavioral difficulties? We investigated these questions using a sample of 9,324 children followed from third to fifth grade as they participated in a nationally representative dataset, conducting multilevel logistic regression modeling and including statistical control for many potential confounds. Results indicated that poor readers in third grade were significantly more likely to display poor task management, poor self-control, poor interpersonal skills, internalizing behavior problems, and externalizing behavior problems in fifth grade (odds ratio [OR] range = 1. Read More

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4474731PMC
August 2013
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