This article examines literature published since 1997 on functional behaviour assessment (FBA) and behaviour intervention plans (BIPs), involving school-based personnel, for children identified as having or being at risk of emotional/behavioural disorder (E/BD) in school settings. Of interest was the level of involvement of school-based personnel in the FBA and BIP processes, intervention efficacy, the social validity of assessment and intervention, and intervention treatment integrity. Results indicate that involvement of school-based personnel in all FBA processes and BIP design was not common practice. FBA-based BIPs were found to be effective in reducing problem behaviours targeted for change for the majority of student participants. Social validity and treatment integrity measures, when reported, were high. Issues of training and barriers to successful application are discussed.

The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there appears to be little research investigating potential associations between teacher attitudes and beliefs toward inclusion, their education levels, and teacher training. This study investigated the attitudes and beliefs of 36 general and special education/early intervention teachers in Victoria. Results of the study show that teachers with higher educational qualifications in special education were more positive about inclusion.

This review integrates and evaluates research conducted on possible contributing factors to peer relationship problems of children with attention deficit/hyperactivity disorder (AD/HD). Substantial evidence suggests that children with AD/HD have serious problems in multiple aspects of their relationships with peers. Difficulties resulting from inattention, impulsivity, and over activity negatively affect these children's performance in the peer group and as a result, children with the disorder are often rated as less popular and more rejected by their non-AD/HD peers. This article critically reviews risk factors for peer relationship problems of children with AD/HD including family, school, and child-specific factors. The implications of AD/HD research are examined with an emphasis on developing an ecological perspective to addressing the peer relationship problems of children with the disorder.

The number of students with a disability and other special needs has recently increased in Australia and much of this increase has occurred in regular classrooms. This trend, along with legislative changes for school support of students with a disability, focuses attention on school and teacher variables associated with outcomes for students with a disability. This article reviews the characteristics of Australian teachers of young students with special needs who participated in the Longitudinal Study of Australian Children. For the 650 teachers with a child with special needs in their class who took part in the 2006 wave of the study, there were significant differences across inclusive and segregated settings in some of the teachers' demographic features as well as their reported relationships with students with special needs.

There is a growing body of literature that investigates the value of music therapy for people with emotional and behavioural disorders such as attention deficit disorder. These studies often focus on overt behavioural change as the indication of successful outcomes. The instrumental case study reported here challenges this focus and provides a description of music therapy for one young man that emphasises the importance of power in his experience. A grounded theory analysis of this single case reveals that both individual and small-group music therapy provided important opportunities for the young man to express himself and to control what he and others did. This example is intended to stimulate the contemplation of different understandings of the potential role for music therapy, with an emphasis on emotional needs and quality of life as the primary focus.