We analyzed the results of high school teachers' ratings of symptoms of attention deficit hyperactivity disorder (ADHD) and oppositional defiant disorder, as well as school-related impairment of 875 adolescents. One hundred forty-three teachers at 19 high schools across 4 states each rated 6 students from their first-period classes according to selection criteria that led to ratings for 3 male and 3 female students. Factor analyses were conducted on the symptom measure to test hypotheses pertaining to the divergence of impulsivity and hyperactivity dimensions. Normative values for the Disruptive Behavior Disorder-Teacher Rating Scale and Impairment Rating Scale are reported, as well as important differences related to age, race, and gender. Gender and age contrasts revealed that boys were rated as more symptomatic and impaired than girls and younger adolescents were rated as having more problems than older adolescents in most areas. African American adolescents were rated higher on measures of symptoms and impairment than their Caucasian peers. Large differences in normative levels of hyperactivity/impulsivity and inattention are reported that are consistent with a reduced likelihood of a diagnosis of ADHD-C as children get older. Implications for the interpretation of ratings from high school teachers are discussed.

ArticleIn 2008, the Institute of Education Sciences (IES) provided funding to the Center for Adolescent Research in the Schools (CARS) to develop and evaluate a multi-approach intervention for high school-age students with serious emotional and behavioral difficulties. The request for applications (RFA) for a national study by IES in part reflects the extremely poor outcomes among secondary age students with social, emotional, and behavioral (SEB) problems and the urgent need for rigorously tested interventions. During the 5 years of funding, CARS investigators engaged in 3 years of an iterative intervention logic model development process followed by a large-scale, 2-year randomized control trial (RCT). Our team consisted of researchers with diverse backgrounds in special education and mental health. Throughout the development phase, we created a comprehensive and multi-component intervention package along with an assessment process that provided for intervention customization based on the needs of each individual student. The purpose of this article is to (a) discuss the unique characteristics and needs of the target population that merited a multi-disciplinary approach to intervention, (b) describe the rationale for the logic model used to develop a comprehensive approach to supporting students with SEB, and (c) provide an overview of the design and rationale for measures used during the RCT to examine the efficacy of the model. AbstractEducating children and youth with significant social, emotional, and behavioral (SEB) problems continues to pose significant challenges for special and general educators. The long-term effects of challenges this group of students experience include school dropout, mental health problems, unemployment, and high incarceration rates. To date, the majority of research examining the efficacy of interventions and supports has been conducted at the elementary level, creating a compelling need for comprehensive examination of interventions and supports for high school students. In this article, we provide a summary of the iterative development process the Center for Adolescent Research in Schools (CARS) undertook to develop a logic model that guided development and implementation of a multi-component intervention incorporating evidence-based practices with adaptations for high school-age students. In addition, we provide an overview of a national randomized control trial, including a review and decision structure to identify multiple outcome measures, which was designed to examine the efficacy of the developed intervention logic model.

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD.

Youth social, emotional, and behavioral problems continue to be of great concern and are costly to individuals and society. Teachers are in an ideal position to recognize symptoms of these problems and to provide or obtain appropriate services. Thus, it is critical to examine the training that pre-service teachers receive. In the present study, we evaluated the curriculum requirements for certification in randomly selected college/university elementary teacher training programs. Course syllabi were examined to determine the amount and type of training future elementary teachers received related to social, emotional, and behavioral problems. Results indicated limited exposure to such information. The findings are discussed with respect to implications for college/university teacher preparation programs, student outcomes, and future research.

Difficulties with social interactions and restrictive and repetitive interest patterns or behaviors are common among individuals with Asperger syndrome. These difficulties often pose barriers to establishing and maintaining social relationships. In the current study, 2 different interventions were compared that focused on improving the social interactions of a 14-year-old adolescent with Asperger syndrome. A reversal design was used to compare the effectiveness of video feedback and in vivo self-monitoring on inappropriate and appropriate social interactions during activities with a teacher. The procedures were replicated during activities with peers, and generalization was assessed during activities with the adolescent's mother. Although video feedback resulted in slight reductions in inappropriate behavior, larger reductions occurred during in vivo self-monitoring. Treatment acceptability data indicated high participant satisfaction with both interventions; however, the in vivo self-monitoring was rated as slightly preferred.

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The development and implementation of assessment and intervention models were traditionally driven by the assumption that students with social, emotional, and behavioral (SEB) problems have specific behavior deficits that need to be identified and addressed. More recently, however, the field of Positive Behavior Support (PBS) has emphasized the importance of identifying and considering broader indicators of intervention success, such as overall life satisfaction (Carr et al., 2002). Life satisfaction has been defined as an individual's cognitive evaluation in regard to his or her life as a whole or in specific life domains, such as relationships, work environment, or self (Diener, Suh, Lucas, & Smith, 1999). An optimal level of satisfaction is individually determined and depends on how one prioritizes success in terms of outcomes, such as relationships, achievement, income, or activities (Oishi, Diener, & Lucas, 2007). Research to date, although conducted primarily with adults, supports the link between overall life satisfaction and longevity, health, general well-being, and other important outcomes (Diener & Chan, 2011). For example, Lyubomirsky, King, and Diener (2005) examined crosssectional, longitudinal, and experimental research and found that happiness was positively correlated with better mental health, physical health, adaptive behavior, and success. Specifically, their results indicated that people with high self-reported levels of life satisfaction appeared to experience better outcomes in the life domains of workplace (mean r = .27), relationships (mean r = .27), and health (mean r = .32). Findings also indicated happiness and positive affect were associated with desirable behaviors and attributes, such as sociability, prosocial behaviors, likability, and coping. Many have argued that life satisfaction also plays an important role in the lives of youth, contributing to child and adolescent success (Huebner, Suldo, Smith, & McKnight, 2004). Recent research with children and adolescents parallels the adult research, demonstrating the importance of life satisfaction in the areas of social, behavioral, and psychological functioning. Specifically, higher self-reported life satisfaction among children and adolescents has been associated with higher academic performance, better interpersonal and intrapersonal functioning, higher self-esteem, lower depression, lower negative affect, 714573P BIXXX10.

To address the needs of students who present challenging behavior, federal law mandates educators use evidencebased interventions (Individuals With Disabilities Education Act [IDEA], 2004; No Child Left Behind Act [NCLB], 2002). Limited school-based research has been conducted with adolescents with emotional and behavioral challenges; however, interventions with emerging evidence are available. Strategies such as organizational skills training (Evans, Schultz, & DeMars, 2014) and study skills (see Vannest, Harrison, Temple-Harvey, Ramsey, & Parker, 2011) have demonstrated positive academic and social outcomes. Instructional strategies such as increasing student opportunities to respond (OTR), establishing expectations and routines, and providing specific positive feedback have also been found to show both academic and social behavior improvements (