ABSTRACT
Students with behavioral and conduct disorders (CDs) are increasing in number in educational settings, especially in public schools. This increase has been documented even in special education programs, and recently in regular education settings (Danielson & Malouf, 1994). Legal, political, and curricular issues all have contributed to these increases. Moreover, emphases on inclusion and integration of disruptive students into mainstream educational settings in the United States, Great Britain, and elsewhere have helped create the current state of affairs (Fish & Evans, 1995).
