The Systematic Screening for Behavior Disorders (SSBD) (Walker & Severson, in press) procedure was further evaluated. Two studies are reported in which validation, replication, and normative questions were addressed. Study I was conducted in a suburban Oregon school district in which 15 elementary schools and their teachers participated. Study 2 was conducted in two school districts, one urban and one suburban, in the state of Washington. The primary focus of Study I was upon normative and validity questions (factorial, criterion-related, and discriminant): the primary focus of Study 2 was upon replication and reliability questions. The results of Study I produced evidence of the SSBD's validity, as indicated by powerful subject group differences and criterion-related validity coefficients between SSBD measures and archival school record profiles. The results of Study 2 closely replicated those of Study I and extended the results of Study 1 in two respects. Study 2 included test-retest estimates of SSBD Stage 1 and 2 measures for 40 participating teachers, and an empirical verification of the SSBD system's sensitivity to the behavioral characteristics of previously certified severely emotionally disturbed (SED) students who were main-streamed into the participating teachers' classrooms. Future research plans and school applications of the SSBD system and the measures it comprises are also discussed.

This article summarizes major developments of the past 20 years in both acute and chronic management of children with traumatic brain injury. The article begins with brief summaries of developments in acute and rehabilitative medical management and physical rehabilitation. Because long-term cognitive, behavioral, academic, and family issues tend to be dominant after pediatric TBI, more attention is given to these topics. The article ends with a list of general themes that have been identified as critical in providing effective long-term services and supports to children with TBI and their families.

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Adolescents who have been incarcerated are at extreme risk for poor adult outcomes. However, some former youth offenders become successful, happy adults, presenting a profile of strength and coping known as resilience. This article describes the results of a 5-year qualitative examination of resilience among a group of adolescents transitioning from youth correctional facilities back into their communities. Topics discussed include predelinquent histories, experiences in the correctional system, and postcorrections transition. Currently about half of the respondents are successful—employed, going to school, or raising children. Others are less stable and may be at risk of being rearrested. Internal and situational factors accounting for these differences are discussed. Implications for practice include restructuring post-corrections transition services and improving school-based supports to at-risk youth.

Ten educational consultants and researchers, each with extensive experience working with children with traumatic brain injury (TBI) in school settings, identified seven themes related to serving this population in public schools. These themes are discussed under the headings (1) incidence of TBI and prevalence of persistent educational disability, (2) diversity and central tendencies within the population, (3) assessment, (4) intervention and support in school settings, (5) training and support for educators, (6) intervention and support for families, and (7) systems change and flexibility. For each theme, a set of recommendations is provided, forming an educational research and policy agenda for pediatric TBI.

Knowledge of how specific factors affect transition outcomes can be used to tailor transition interventions and resources to the needs of students with TBI. Findings related to special education and medical rehabilitation services should be interpreted with caution as the criteria for receipt of both types of services and the links between such services and functional outcomes are unclear.

The primary objective of this study was to better understand the technology needs, barriers and strategies of individuals with acquired cognitive impairments (ACI) in order to design and modify technologies with potential for alleviating the diminished independence and social isolation common in this population. The authors hypothesized that (1) higher rates of computer use would be reported by younger, more highly educated individuals with ACI, those with less severe injuries and those with previous computer experience; (2) A low percentage of survey respondents would own their own computers; and (3) People with ACI would experience social isolation and report low frequency of connecting with important people who live far away. A total of 133 individuals with ACI, professionals and care providers completed the survey. To gain more specific information, seven focus groups were conducted with 66 individuals with ACI and 20 care providers. Finally, 10 current email users participated in structured conversations, detailing their strategies for using email. The survey revealed that 80% of subjects with ACI reported owning a computer. Age and education were not predictors of computer use, but individuals whose ACI was the result of more severe injuries were less likely to use computers. As expected, respondents reported that maintaining contact with distant loved ones is problematic. The focus groups and conversations provided more detail about the communication needs of the population and the relative advantages and disadvantages of email compared with telephone and mail. Participants also identified barriers to email use they had encountered or feared they would encounter when using email. A number of accommodations to overcome these barriers were suggested. The results of the survey, focus groups and conversations confirmed the utility of email and other technologies for people with ACI and the need to make these technologies more accessible. The results and suggestions provided by the focus groups and interviews are being used in the design of Think and Link, an email interface for use by individuals with ACI.

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