School‐based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

Abstract

School practitioners and educators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit-based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength-based outcome approaches. Findings are discussed in relation to previous research. C 2008 Wiley Periodicals, Inc.

The psychology of containment: (mis) representing emotional and behavioural difficulties in Australian schools

“…Thus, it is of critical importance that the procedures and criteria upon which these disability support category classifications are based be scrutinised. There is of course no question that cases of genuine psychiatric difficulty exist, or that contextual and ecological factors contributing to student difficulty, such as parental mental health, must be accounted for (Yeh et al 2004;Reddy and Richardson 2006). Indeed, evidence suggests that a large portion of children with genuine emotional difficulties currently go unidentified and untreated (Reddy and Richardson 2006).…”

“…There is of course no question that cases of genuine psychiatric difficulty exist, or that contextual and ecological factors contributing to student difficulty, such as parental mental health, must be accounted for (Yeh et al 2004;Reddy and Richardson 2006). Indeed, evidence suggests that a large portion of children with genuine emotional difficulties currently go unidentified and untreated (Reddy and Richardson 2006). Whilst disability support criteria remain ambiguous and school placement decisions continue to lack systematic rigour, however, children who do not adequately meet clinical definitions of behavioural or emotional difficulty may be identified for removal from the mainstream setting, whereas children who genuinely require additional psychological support may be overlooked entirely.…”

Scholar, Clinical and Emotional Maladjustment in 8-12 School-age Children: Adaptation of the Self-Report Version of the Behavior Assessment System for Children (BASC-S2) to the Basque-speaking Population

“…Sin embargo, en especial los niños con trastornos emocionales son una de las poblaciones cuya identificación y tratamiento presenta más déficits (Reddy y Richardson, 2006). Existen algunos estudios con muestras clínicas y escolares españolas que han analizado las categorías diagnósticas con mayor prevalencia en la población infanto-juvenil (Aláez, Martínez-Arias, y Rodríguez-Sutil, 2000; Bragado, Carrasco, Sánchez, y Bersabe, 1996; López-Soler, Castro, Alcántara, Fernández, y López Pina, 2009; Romero et al, 2010).…”

“…However, children with emotional disorders are among the populations whose identification and treatment is particularly difficult (Reddy & Richardson, 2006). There are some studies with Spanish clinical and school samples that have analyzed the most prevalent diagnostic categories in the child and adolescent population (Aláez, Martínez-Arias, & Rodríguez-Sutil, 2000;Bragado, Carrasco, Sánchez, & Bersabe, 1996;López-Soler, Castro, Alcántara, Fernández, & López Pina, 2009;Romero et al, 2010).…”

Teachers' perspectives on student problematic behavior and social skills

“…Teachers, parents, administrators, community members, and policymakers should be collaborating together to plan for a system of early intervention services for students at-risk for EBD (Graves & Arbor, 2002;Halfon et al, 2003). George and colleagues, (2003) and Reddy and Richardson (2006) agreed that establishing collaboration is the first foundational step for appropriate early identification. Reddy and Richardson (2006) mentioned that for collaboration to work effectively, a paradigm shift is needed so school personnel adhere to a collaborative/participatory approach in educating and treatment of students with EBD.…”