Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The overall effect size was −.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed.

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This review conducted a comprehensive examination of the current state of the literature on the academic status of students with emotional and behavioral disorders (EBD). The authors examined the literature to assess (a) student characteristics, (b) placement settings, (c) academic subject areas, and (d) measures used to assess academic achievement. Second, when possible, the functioning level of students was examined.Third, trends in the research over the past 4 decades were assessed. Although several investigators have researched the academic status of these students, significant limitations exist in the research, including incomplete reporting of student information, inadequate research on specific academic skill sets, and limited numbers of studies assessing students served in general education settings. Implications of the findings are discussed.

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This study evaluated the characteristics related to a successful reintegration among youth from a residential facility. Specifically, this study describes the transition skills of youth at departure in five areas: (a) education and employment goals, (b) selfdetermination skills, (c) social support, (d) life skills, and (e) hopefulness. Further, selfreport and teacher ratings of youths' self-determination and life skills were examined to determine possible differences in perception between youth and their school and Family Teachers (house-parents). One hundred four youth departing the Boys Town Treatment Family Home residential program participated in the study. The majority of youth reported average to above average skills in the five domains. However, significant differences were found between youth and schoolteacher reports of self-determination skills. The results indicate the need to provide transition services related to success post-discharge, including individualized transition plans and family involvement during treatment.

were hand-searched to locate additional studies. These journals were selected because they frequently publish intervention studies of school-age children and focus on the target population. Third, studies cited in the articles and previous reviews identified were checked to locate additional articles that had recently been submitted for publication, were in press, or had not been located through other search procedures. Using these procedures, 410 potential articles were located. Articles were then examined to determine whether they met the inclusion criteria for this review. Inclusion and Exclusion CriteriaThe following criteria were used to determine inclusion:1. The study must have included at least one participant described as school-age (5-18 years old) with one or more of the following disat University of

From this study it appears that the Novaco Anger Scale is able to discriminate between clinical and non-clinical populations. These data offer further support to the validity of the Novaco Anger Scale and its use in clinical assessment.

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.