Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited

Adamson G. (1968). Study on programs on the emotionally disturbed. Exceptional Children, 34, 756–757.

Axelrod M. I. , Zhe E. J. , Haugen K. A. , & Kline J. A. (2009). Self-management of on-task homework behavior: A promising strategy for adolescents with attention and behavior problems. School Psychology Review, 38, 325–333.

Baker S. D. , Lang R. , & O'Reilly M. (2009). Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children, 32, 403–420.

Baker S. K. , Chard D. J. , Ketterlin-Geller L. R. , Apichatabutra C. , & Doabler C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303–318.

Beck M. , Burns M. K. , & Lau M. (2009). The effect of preteaching reading skills on the on-task behavior of children identified with behavioral disorders. Behavioral Disorders, 33, 91–99.

Bower E. M. (1982). Defining emotional disturbance: Public policy and research. Psychology in the Schools, 19, 55–60.

Bowman-Perrott L. J. , Greenwood C. R. , & Tapia Y. (2007). The efficacy of CWPT used in secondary alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders. Education and Treatment of Children, 30, 65–87.

Bradley R. , Doolittle J. , & Bartolotta R. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavioral Education, 17, 4–23.

Bradley R. , Henderson K. , & Monfore D. A. (2004). A national perspective on children with emotional disorders. Behavioral Disorders, 29, 211–223.

Brantlinger E. , Jimenez R. , Klingner J. , Pugach M. , & Richardson V. (2005). Qualitative studies in special education. Exceptional Children, 71, 195–207.

Briesch A. M. , & Chafouleas S. M. (2009). Review and analysis of literature on self-management inteventions to promote appropriate classroom behaviors (1988–2008). School Psychology Review, 24, 106–118.

Browder D. , Ahlgrim-Delzell L. , Spooner F. , Mims P. J. , & Baker J. N. (2009). Using time-delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343–364.

Buckley J. A. (2009). Implementing evidence-based intervention in elementary schools for students with and at risk for severe behavior disorders. journal of Emotional and Behavioral Disorders, 17, 195–196.

Chard D. J. , Ketterlin-Geller L. R. , Baker S. K. , Doabler C. , & Apichatabutra C. (2009). Repeated reading interventions for students with learning diabilities: Status of the evidence. Exceptional Children, 75, 263–281.

Cheney D. A. , Stage S. A. , Hawken L. S. , Lynass L. , Mielenz C. , & Waugh M. (2009). A 2-year outcome study of the check, connect, and expect intervention for students at risk for severe behavior problems. Journal of Emotional and Behavioral Disorders, 17, 226–243.

Cook B. G. , Tankersley M. , & Landrum T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75, 365–383.

Cook C. R. , Gresham F. M. , Kern L. , Barreras R. B. , Thornton S. P. , & Crews S. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. journal of Emotional and Behavioral Disorders, 16, 131–144.

Eber L. , Nelson C. M. , & Miles P. (1997). School-based wraparound for students with emotional and behavioral challenges. Exceptional Children, 63, 539–555.

Eber L. , Sugai G. , Smith C. R. , & Scott T. M. (2002). Wraparound and positive behavioral interventions and supports in the schools. Journal of Emotional and Behavioral Disorders, 171–180.

Epstein M. H. , Nordness P. D. , Gallagher K. , Nelson J. R. , Lewis L. , & Schrepf S. (2005). School as the entry point: Assessing adherence to the basic tenets of the wraparound approach. Behavioral Disorders, 30, 85–93.

Forness S. R. (2005). The pursuit of evidence-based practice in special education for children with emotional or behavioral disorders. Behavioral Disorders, 30, 311–330.

Forness S. R. , & Knitzer J. (1992). A new proposed definition and terminology to replace ‘serious emotional disturbance’ in Individuals with Disabilities Act. School Psychology Review, 21, 12–21.

Fuchs D. , & Fuchs L. S. (2006). Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93–99.

Gersten R. , Fuchs L. S. , Compton D. , Coyne M. , Greenwood C. , & Innocenti M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–165.

Grosenick J. K. , George M. P. , & George N. L. (1987). A profile of school programs for the behaviorally disorded: Twenty years after Morse, Cutler, and Fink. Behavioral Disorders, 12, 159–168.

Gulchak D. J. (2008). Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education and Treatment of Children, 31, 567–581.

Henderson K. , Klein S. , Gonzalez P. , & Bradley R. (2005). Teachers of children with emotional disturbance: A national look at preparation, teaching conditions, and practices. Behavioral Disorders, 31, 6–17.

Hoagwood K. (2003). Evidence-based practice in child and adolscent mental health: Its meaning, application, and limitations. Emotional & Behavioral Dsorders in Youth, 4, 7–8.

Horner R. H. , Carr E. G. , Halle J. , McGee G. , Odom S. , & Worley M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 14.

lovanne R. , Greenbaum P. E. , Wang W. , Kincaid D. , & Dunlap G. (2009). Randomized controlled trail of the prevent-teach-reinforce (PTR) tertiary intervention for students with problem behaviors. Journal of Emotional and Behavioral Disorders, 17, 213–225.

Kauffman J. M. (1999). How we prevent the prevention of emotional and behavioral disorders. Exceptional Children, 65, 448–468.

Kauffman J. M. (2010). Commentary: Current status of the field and furture directions. Behavioral Disorders, 35, 180–184.

Kauffman J. M. , & Landrum T. J. (2005). Children and youth with emotional and behavioral disorders: A history of their education. Austin, TX: Pro-Ed.

Kennedy C. H. , & Jolivette K. (2008). The effects of positive verbal reinforcement on the time spent outside the classroom for students with emotional and behavioral disorders in a residential setting. Behavioral Disorders, 33, 211–221.

Kern L. , Hilt-Panahon A. , & Sokol N. G. (2009). Further examining the triangle tip: Improving support for students with emotional and behavioral needs. Psychology in the Schools, 46, 18–32.

Kern L. , Starosta K. M. , Cook C. R. , Bambara L. M. , & Gresham F. M. (2007). Functional assessment-based for selective mutism. Behavioral Disorders, 32, 94–108.

Knoblock P. , & Johnson J. L. (1967). The teaching-learning process in educating emotionally disturbed children. Syracuse, NY: Division of Special Education and Rehabilitation, Syracuse University.

Lane K. L. , Eisner S. L. , Kretzer J. , Bruhn A. L. , Crnobori M. , & Funke L. (2009). Outcomes of functional assessment-based interventions for students with and at risk for emotional and behavioral disorders in a job-share setting. Education and Treatment of Children, 32, 573–604.

Lane K. L. , Kalberg J. R. , & Shepcaro J. C. (2009). An examination of the evidence base for function-based interventions for students with emotional or behavioral disorders attending middle and high schools. Exceptional Children, 75, 321–340.

Lewis T. J. , Hudson S. , Richter M. , & Johnson N. (2004). scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29, 247–259.

Mattison R. E. , & Schneider N. (2009). First-year effectiveness in school functioning of a self-contained ED middle school. Behavioral Disorders, 34, 60–71.

Montague M. , & Dietz S. (2009). Evaluating the evidence base for cognitive strategy instruction and mathematical problem solving. Exceptional Children, 75, 285–302.

Morse W. C. , Cutler R. L. , & Fink A. H. (1964). Public school classes for the emotionally handicapped: A research analysis. Washington, DC: Council for Exceptional Childrens.

O'Connell M. E. , Boat T. , & Warner K. E. (Eds.). (2009). Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilies. Washington, DC: National Academies Press.

Odom S. L. , Brantlinger E. , Gersten R. , Horner R. H. , Thompson B. , & Harris K. R. (2005). Research in special education: Scientific methods and evidence-based practices. Exceptional Children, 71, 137–149.

Ramsey M. L. , Jolivette K. , Patterson D. P. , & Kennedy C. H. (2010). Using choice to increase time on-task, task completion, and accuracy for students with emotional/behavior disorders in a residential facility. Education and Treatment of Children, 33, 1–21.

Reddy L. A. , De Thomas C. A. , Newman E. , & Chun V. (2009). School-based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology Psychology in the Schools, 46, 132–153.

Santayana G. (1998). The life of reason. New York, NY: Prometheus Books.

Schoenfeld N. A. , & Janney D. M. (2008). Identification and treatment of anxiety in students with emotional or behavioral disorders: A review of the literature. Education and Treatment of Children, 31, 583–610.

Schoenfeld N. A. , & Mathur S. R. (2009). Effects of cognitive-behavioral intervention on the school performance of students with emotional or behavioral disorders and anxiety. Behavioral Disorders, 34, 184–195.

Schultz E. W. , Hirshoren A. , Manton A. B. , & Henderson R. A. (1971). Special education for the emotionally disturbed. Exceptional Children, 38, 313–319.

Shirk S. R. , Kaplinski H. , & Gudmundsen G. (2008). School-based cognitive-behavioral therapy for adolescent depression: A benchmarking study. Journal of Emotional and Behavioral Disorders, 17, 106–117.

Stage S. A. , Jackson H. G. , Jenson M. J. , Moscovitz K. K. , Bush J. W. , & Violette H. D. (2008). A validity study of functionally-based behavioral consultation with students with emotional/behavioral disabilities. School Psychology Quarterly, 23, 327–353.

Sutherland K. S. , & Snyder A. (2007). Effect of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103–118.

The Peacock Hill Working Group. (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16, 299–313.

Thompson B. , Diamond K. E. , McWilliam R. , Snyder P. , & Snyder S. W. (2005). Evaluating the quality of evidence from correlational research for evidence-based practice. Exceptional Children, 71, 181–195.

Trussell R. P. , Lewis T. J. , & Stichter J. P. (2008). The impact of targeted classroom interventions and function-based behavior interventions on problem behaviors of students with emotional/behavioral disorders. Behavioral Disorders, 33, 153–166.

Turton A. M. , Umbreit J. , Liaupsin C. , & Bartley J. (2007). Function-based intervention for an adolescent with emotional and behavioral disorders in Bermuda: Moving across culture. Behavioral Disorders, 33, 23–32.

Wagner M. , D'Amico R. , Marder C. , Newman L. , & Blackorby J. (1992). What happens next? Trends in post-school outcomes of youth disabilities. The second comprehensive report from the National Longitudinal Transition Study of special education students. Menlo Park, CA: SRI International.

Wagner M. , Kutash K. , Duchnowski A. J. , Epstein M. H. , & Sumi W. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13, 79–96.

Wagner M. , Sumi W. C. , Woodbridge M. W. , Javitz H. S. , & Thornton S. P. (2009). Coordinating research and implementation of evidence-based school interventions for children with serious behavior problems. Journal of Emotional and Behavioral Disorders, 17, 244–249.

Walker H. M. (2004). Commentary: Use of evidence-based interventions in schools: Where we've been, where we are, and where we need to go. School Psychology Review, 33, 398–408.

Walker H. M. , Seeley J. R. , Small J. , Severson H. H. , Graham B. A. , & Feil E. G. (2009). A randomized controlled trial of the first steps to success early intervention: Demonstration of program efficacy outcomes in a diverse, urban school district. Journal of Emotional and Behavioral Disorders, 17, 197–212.

What Works Clearinghouse. (2008). What Works Clearinghouse: Procedures and standards handbook (Version 2.0). Washington, DC: Institute for Educational Science.