26:T4a3,

The author located students with severe emotional and behavioral disorders (EBD) who had been assigned to separate day schools with partial hospitalization treatment facilities because their public school programs did not sufficiently meet their needs, then conducted interviews at 3, 6, 12, 18, and 24 months postsecondary school as part of a large 5-year study of factors influencing the transition process for students with serious emotional disturbance (SED).The findings were consistent with those from previous reports on the employment and schooling participation rates of students with EBD despite the fact that this sample had more severe disabilities and were educated in more restrictive environments than most previously reported samples of students with SED/EBD. Most revealing, however, were the unstable employment and schooling patterns of individual participants over the course of the 2 years of the study, which were illustrated by their career paths after high school.The author speculates as to whether it is appropriate to judge the success of school programs by the long-term outcomes for former students with SED/EBD in their adult worlds.

27:T488,

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED (n = 45) and LD ( n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.

28:T4b5,

In this article, the authors report the psychometric properties of a parent-completed rating scale based on the criteria for oppositional defiant disorder (ODD) in the Diagnostic and Statistical Manual of Mental Disorders— Fourth Edition—Text Revision (DSM-IV-TR). Mothers of 294 boys and 48 girls with attention-deficit/hyperactivity disorder (ADHD) and 53 boys and 45 girls without behavior problems completed the Oppositional Defiant Disorder Rating Scale (ODDRS). Fathers of 44 boys with ADHD also completed the scale,and 71 mothers of boys with ADHD provided 1-year test—retest data.The ODDRS had high internal consistency, high interrater reliability, and moderate 1-year test—retest reliability.The scale had one principal component and correlated as expected with related subscales from the Child Behavior Checklist and with overreactive parenting. Scores were not significantly correlated with parent or child age or with socioeconomic status.The strong psychometric properties indicate that this measure holds considerable promise for briefly assessing ODD in a manner consistent with the DSM-IV-TR.

29:T436,Offers interdisciplinary research, practice, and commentary related to individuals with emotional and behavioral disabilities. Each issue explores critical and diverse topics such as youth violence, functional assessment, school-wide discipline, mental health services, positive behavior supports, and educational strategies. Journal of Emotional and Behavioral Disorders is available electronically on SAGE Journals Onl