From ERIC Clearinghouse on Disabilities and Gifted Education
by Jolivette, Kristine - Stichter, Janine Peck - Nelson, C. Michael - Scott, Terrance M. - Liaupsin, Carl J.

Individuals with emotional and behavioral disorders (EBD) experience the least favorable outcomes of any group of individuals with disabilities. Advocates for this population are concerned about the degree to which individuals with EBD are able to contribute positively to society given their challenging behaviors and the manner in which schools typically perceive and interact with them. This digest describes the post-school outcomes for students with EBD in education, employment, and social relationships. It also presents several school-based strategies to improve the post-school outcomes for students with EBD.

From Triple P - Positive Parenting Program
by Professor Matt Sanders, Univeristy of Queensland

The majority of parents smack their children at least occasionally. But research tells is that the more you smack your child, the more likely your child will develop further behaviour problems. Smacking may serve as a model of aggression - the very behaviour we want our children to be able to control.

So is it child abuse to give an occasional smack for naughty behaviour?

From Triple P - Positive Parenting Program

It's something we've all seen or experienced. A loud and distressed toddler throwing a tantrum right there in the middle of the grocery aisle at the local supermarket. Somewhere nearby you will find an embarassed Mom or Dad doing their best to either ignore the child or convince them to stop.

From Triple P - Positive Parenting Program

1. When your child wants to show you something, stop what you are doing and pay attention to your child. It is important to spend frequent, small amounts of time with your child doing things that you both enjoy.

From Teaching Exceptional Children
by Stephanie Morris

The numbers are staggering: About one third of students with learning disabilities (already the largest group of students with disabilities) have nonverbal, or social, disabilities. Students with nonverbal learning disabilities, then, not only face academic challenges but have difficulty meeting social expectations, as well as many of life’s other demands (see section below, "What Does the Literature Say?").

This article discusses the difficulty with which children with social disabilities establish and maintain friendships, as well as the significance of this difficulty within the school setting. The article also illustrates practical classroom strategies and interventions that target select social-skill deficits frequently encountered by students with nonverbal learning disabilities. These include

• Entering/initiating conversation or play with classmates.
• Working in groups.
• Exhibiting empathy.
• Resolving conflict.
• Managing frustration.

From www.coultervideo.com
By Dan Coulter

Ever been frustrated or embarrassed by something one of your kids said or did in public? The stares of strangers can feel like bullets. If your child has an Autism Spectrum Disorder, you may sometimes feel like you've been machine-gunned.

From National Association of School Psychologists (NASP)
by Kevin P. Dwyer, NCSP - Assistant Executive Director, NASP

A child runs, out-of-control, down the busy school hallway and punches another child who is quietly waiting in line outside her classroom. She starts to cry while the disruptive child continues down the hall, not responding to the teacher aide's commands to stop. Another adult says, "He's special ed, there's nothing that we can do. You can't send him to detention. I'll tell his teacher." The aide is frustrated and upset as she comforts the crying child.

From NYU Child Study Center
by Robin F. Goodman, Ph.D. and Anita Gurian, Ph.D.

The child with a Conduct Disorder does not respect authority, has little regard for the basic rights of others and breaks major societal rules; he or she demonstrates aggressive conduct that threatens physical harm or property damage, deceitfulness, theft, truancy or running away from home. The child with a Conduct Disorder is often vengeful, irascible, and has a chip on his shoulder. The cause of Conduct Disorder is believed to be a combination of genetic vulnerability and environmental factors. Treatment plans might include behavior therapy with the child and parents and pharmacotherapy.

From Center on the Social and Emotional Foundations for Early Learning at the University of Illinois at Urbana-Champaign
What Works Briefs # 10
by Lise Fox

What Is Functional Behavioral Assessment?
In high-quality early childhood programs, most children will respond to the teacher’s use of social skills instruction, redirection, and prevention strategies (e.g., environmental arrangement, catching children being good, etc.). For many children with challenging behavior, the teacher is able to address the child’s needs and teach the child the expectations of the classroom. Unfortunately, there are a few children who do not respond to the teacher’s efforts. These children continue to exhibit challenging behavior despite well-designed classroom environments and the use of developmentally appropriate teaching and child guidance practices. The following example illustrates this dilemma.

From Center on the Social and Emotional Foundations for Early Learning at the University of Illinois at Urbana-Champaign
What Works Briefs # 9
by Lise Fox and Michelle Duda

"I feel really sad about it, but I think Derek will have to find a different program," said Ms. Morden, an experienced preschool teacher in a large metropolitan city. "I don’t know how to reach Derek. His behavior is so unpredictable. I can’t have children coming to school and being afraid that they will be hit by Derek," she told her classroom assistant, Ms. Eacott. Ms. Morden simply did not understand why Derek was so aggressive. Both Ms. Morden and Ms. Eacott had observed Derek hitting and kicking other children on numerous occasions. The problem had become so severe that his peers had begun to avoid him altogether. The time had come to do something for Derek, but what?