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Reducing Behavior Problems in the
Elementary School Classroom

Appendix B:
Institute of Education Sciences:
About the Authors



Michael Epstein (Chair) is the Director of the Center for At-Risk Children's Services and William E. Barkley Professor of Special Education at the University of Nebraska-Lincoln. He earned his Ed.D. in special education from the University of Virginia. Dr. Epstein has published more than 200 professional papers and is the founding editor of the Journal of Emotional and Behavioral Disorders. He is the author of the Behavioral and Emotional Rating Scale-2 (PRO-ED, 2004) and the Scale for Assessing Emotional Disturbance (PRO-ED, 1998), and a co-author of Outcomes for Children and Youth with Emotional and Behavioral Disorders and Their Families (PRO-ED, 2005).

Behavior Problems
In the Elementary
School Classroom

This guide is intended to help elementary school educators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes concrete recommendations, ways in which each recommendation could be carried out, and recognized roadblocks to implementation of each recommendation.

  • Introduction
  • Overview
  • Scope of This Practice Guide
  • Recommendation 1: Identify Specifics of Problem Behavior
  • Recommendation 2: Modify the Learning Environment
  • Recommendation 3: Teach and Reinforce New Skills
  • Recommendation 4: Draw on Relationships With Colleagues, Families
  • Assess School-Wide Behavior Problems
  • Appendix A: What Is a Practice Guide?
  • Appendix B: About the Authors
  • Appendix C: Potential Conflicts of Interest
  • Appendix D: Technical Information on the Studies
  • References

    See more articles from the U.S. Department of Education in our DOE article archive.

  • Marc Atkins is Professor of Psychology in Psychiatry and Director of Psychology Training at the University of Illinois-Chicago's Department of Psychiatry. He has a Ph.D. in clinical psychology from Florida State University. Dr. Atkins has a long-standing interest in the development of effective school-based mental health services for children and families in low-income urban communities. He is a consultant to the Chicago Public Schools, the New York City Public Schools, and the Illinois Department of Mental Health.

    Douglas Cullinan is Professor of Special Education at North Carolina State University. Dr. Cullinan has an Ed.D. in special education from the University of Virginia. Since 1973 he has served on the editorial boards of Behavioral Disorders, Exceptional Children, Journal of Emotional and Behavioral Disorders, Journal of Special Education, and other professional journals, and authored or coauthored more than 125 publications. Dr. Cullinan is the author of Students with Emotional and Behavioral Disorders, a textbook, and has served as President of the Council for Children with Behavioral Disorders.

    Krista Kutash is Professor and Deputy Director of the University of South Florida's Research and Training Center for Children's Mental Health. She holds a Ph.D. in measurement and statistics from the University of South Florida. Dr. Kutash has conducted field research on issues related to children with disabilities and their families in 27 states and in more than 200 school districts and 60 mental health facilities. She coauthored Outcomes for Children and Youth with Emotional and Behavioral Disorders and Their Families (PRO-ED, 2005) and coedits the Journal of Emotional and Behavioral Disorders.

    Robin Weaver has been Principal of Harmony Hills Elementary School in Silver Spring, Maryland for 21 years. Harmony Hills serves 500 students who represent more than 25 countries and speak 18 languages. Students at Harmony Hills meet or exceed local, state, and federal academic standards. Ms. Weaver received her B.A. in humanities and M.S. in library science from Case Western Reserve University, and was a Fulbright Scholar in India and a Peace Corps Volunteer in the Fiji Islands.


    Michelle Woodbridge, a Senior Research Analyst at SRI International, received her Ph.D. in education from the University of California-Santa Barbara. Dr. Woodbridge has more than 13 years of experience in research and evaluation of children's behavioral and mental health services, and has authored or coauthored numerous publications regarding evaluations of interventions and programs serving children with emotional and behavioral disabilities and their families.

    Jennifer Yu, a Research Social Scientist at SRI International, received her Sc.D. in maternal and child health from Harvard School of Public Health, and completed a postdoctoral fellowship in health policy from the University of California-San Francisco. Dr. Yu has considerable research experience in the design and quantitative analysis of longitudinal studies, particularly those focused on child and adolescent mental and behavioral health. She has authored and coauthored numerous papers regarding mental health and behavioral disabilities in adolescents and comorbid substance use among adolescents with learning disabilities.

    Mary Wagner, Co-Director of SRI International's Center for Education and Human Services, has concentrated her work in the last 28 years in two major areas: longitudinal studies of the characteristics, experiences, and achievements of children and youth with disabilities, and evaluations of interventions and programs serving children and families. Dr. Wagner received her Ph.D. in political science from the University of North Carolina-Chapel Hill.

    Go to Appendix C:
    Disclosure of Potential Conflicts of Interest

    Publication posted to Education World 07/06/2009
    Source: U.S. Department of Education; last accessed on 07/06/2009 at