Classrooms for Emotionally and Behaviorally Disturbed Students: Facing the Challenge

Anderson N. , & Marrone R. T. (1979). Therapeutic discussion groups in public school classes for emotionally disturbed children. Focus on Exceptional Children, 12(1), 1–14.

Berkovitz I. , & Seliger J. (Eds.). (1984). Expanding mental health interventions in schools for students and staff. Vol. I: Focus mostly on students. Dubuque, IA: Kendall/Hunt.

Biber B. (1961). Integration of mental health principles in the school setting. In Caplan G. (Ed.), Prevention of mental disorders in children (pp. 323–352). New York: Basic Books.

Blakeney C. D. Jr. , & Blakeney R. A. (1991). Understanding and reforming moral misbehavior among behaviorally disordered adolescents. Behavioral Disorders, 16, 120–126.

Blatt M. , & Kohlberg L. (1975). Effects of classroom moral discussions upon children's levels of moral judgment. Journal of Moral Education, 4, 129–161.

Conoley J. C. , Peterson R. , Etchison D. , & Lawson S. (1989). A study of instructional environments and behavior of rural and urban special education children. (Mimeograph available from the University of Nebraska-Lincoln)

Cooke N. L. , Heron T. E. , & Heward W. L. (1983). Peer tutoring: Implementing classwide programs in the primary grades. Columbus, OH: Special Press.

Education Research Service. (1988). Class size research: A related cluster analysis for decision making. Arlington, VA: Author.

Ehley S. (1985). Peer tutoring in the regular classroom: A guide for school psychologists. Des Moines: Iowa Department of Public Instruction.

Epstein M. H. , Kauffman J. M. , & Cullinan D. (1985). Patterns of maladjustment among the behaviorally disordered: Boys aged 6–11, boys aged 12–18, girls aged 6–11, and girls aged 12–18. Behavioral Disorders, 10, 125–135.

Forness S. R. (1989). The reauthorization of the Education of the Handicapped Act. Statement of the National Mental Health and Special Education Coalition to the Senate Subcommittee on the Handicapped, Washington, DC.

Friedman R. M. , Silver S. E. , Duchnowski A. J. , Kutash K. , Eisen M. , Brandenburg N. A. , & Prange M. (1988). Characteristics of children with serious emotional disturbances identified by public systems as requiring services. Tampa: Florida Mental Health Institute, University of South Florida.

Goodlad J. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.

Gresham F. M. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 420–433.

Gresham F. M. (1984). Social skills and self-efficacy for exceptional children. Exceptional Children, 51, 253–261.

Harvard Education Letter. (1989, November-December). 5(6).

Hawkins J. D. , Doueck H. J. , & Lishner D. M. (1988). Changing teaching practices in mainstream classrooms to improve bonding and behavior of low achievers. American Educational Research Journal, 25(1), 31–50.

Hobbs N. (1975). The futures of children. San Francisco: Jossey-Bass.

Johnson N. (1990). School consultation: The training needs of teachers and school psychologists. Psychology in the Schools, 27, 51–56.

Johnson R. T. , & Johnson D. W. (1986). Mainstreaming and cooperative learning strategies. Exceptional Children, 52, 553–561.

Kauffman J. M. , Cullinan D. , & Epstein M. H. (1987). Characteristics of students placed in special programs for the seriously emotionally disturbed. Behavioral Disorders, 12, 175–184.

Knitzer J. (1982). Unclaimed children: The failure of public responsibility to children and adolescents in need of mental health services. Washington, DC: Children's Defense Fund.

Knitzer J. , Steinberg Z. , & Fleisch B. (1990). At the schoolhouse door: An examination of programs and policies for children with emotional and behavioral problems. New York: Bank Street College of Education.

Kohlberg L. (1978). The cognitive-developmental approach to behavior disorders: A study of the development of moral reasoning in delinquents. In Sergan G. (Ed.), Cognitive defects in the development of mental illness (pp. 199–220). New York: Brunner-Mazel.

Leyser V. , & Abrams P. D. (1982). Teacher attitudes toward normal and exceptional groups. Journal of Psychology, 110, 227–238.

Long N. (1990). Comments on Ralph Gardner's article “Life space interviewing: It can be effective, but don't…”. Behavioral Disorders, 15, 119–125.

Long N. , & Fagen S. (Eds.). (1981). Life-space interviewing [Special issue]. The Pointer, 25(2).

Minuchin P. , & Shapiro E. (1983). The school as a context for social development. In Mussen P. (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development (edited by Hetherington E. M. , pp. 196–275). New York: Wiley.

Moore M. T. , Strang E. , Schwarts M. , & Braddock M. (1988). Patterns in special education service delivery and cost. Washington, DC: Decision Resource Corp.

Morse W. C. (1985). The education and treatment of socioemotionally impaired children and youth. Syracuse, NY: Syracuse University Press.

Morsink C. V. , Soar R. S. , Soar R. M. , & Thomas R. (1986). Research on teaching: Opening the door to special education classrooms. Exceptional Children, 53, 320–340.

Naslund S. (1987). Life-space interviewing: A psychoeducational intervention model for teaching pupil insights and measuring program effectiveness. The Pointer, 31(2), 12–15.

National Clearinghouse for Professions in Special Education. (1988). Personnel supply and demand: A context for special education. Reston, VA: The Council for Exceptional Children.

Oakes J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.

Palfrey J. S. , Singer J. D. , Raphael E. S. , & Walker D. K. (1987). Providing therapeutic services in various educational settings: An analysis of the related services provision of P.L. 94–142 in five urban school districts. (Mimeograph available from The Children's Hospital, Boston, MA)

Redl F. (1966). When we deal with children. New York: Free Press.

Reiman S. , & Hernandes M. (1986, January). Time-in: A positive alternative to aversive discipline. (Available from Phoenix School, Camarillo, CA)

Rhodes W. C. (1970). A community participation analysis of emotional disturbance. Exceptional Children, 37, 309–314.

Rosell J. (1986). An analysis of school district policies for disciplinary action with handicapped students. Unpublished manuscript, University of Nebraska-Lincoln.

Rubenstein M. F. , & Rezmierski V. (1983). Understanding nonproductive system responses to emotionally disturbed and behaviorally disordered students. Behavioral Disorders, 9, 60–67.

Shores R. E. (1989). An impressionistic analysis of teaching children and youth with behavior disorders. Unpublished manuscript, Vanderbilt University, Nashville, TN.

Slavin R. (1983). Cooperative learning. New York: Longman.

Smith S. , & Simpson R. (1989). An analysis of individualized education programs (IEPs) for students with behavioral disorders. Behavioral Disorders, 14, 107–116.

Smith-Davis J. , Burke P. , & Noel M. (1983). Personnel to educate the handicapped in America: Supply and demand from a programmatic viewpoint. College Park, MD: University of Maryland, Department of Special Education.

Swarthout D. W. (1988). Enhancing the moral development of behaviorally/emotionally handicapped students. Behavioral Disorders, 14, 57–68.

U.S. Department of Education. (1988). Tenth annual report to Congress on the implementation of the Education of the Handicapped Act. Washington, DC: Author.

U.S. Department of Education. (1989). Eleventh annual report to Congress on the implementation of the Education of the Handicapped Act. Washington, DC: Author.

Wagner M. (1989). Youth with disabilities during transition: An overview of descriptive findings from the National Longitudinal Transition Study. Palo Alto, CA: SRI.

Wagner M. , & Shaver D. (1989). Educational programs and achievements of secondary special education students: Findings from the National Longitudinal Transition Study. Palo Alto, CA: SRI.

Walker D. K. , Singer J. D. , Palfrey J. S. , Orza M. , Wenger M. , & Butler J. A. (1988). Who leaves and who stays in special education: A 2-year follow-up study. Exceptional Children, 54, 393–402.

Weinstein C. , & MacDonald J. (1986). Why does a school psychologist need to know about learning strategies? Journal of School Psychology, 24, 257–265.

Wood M. , & Long N. (1990). Life-space interventions: Talking with children and youth in crisis. Austin, TX: Pro-Ed.

Zabel R. (1988). Research in brief. Behavior in Our Schools, 2, 9.