ABSTRACT
Students who are non-compliant or display anti-social behaviours are an ongoing concern for school staff and parents throughout the world (Church, 1996; Fields, 1986; Whelan, 1998; Walker, et al., 1996). The literature is replete with diagnostic categories and terms describing these students including:
children with emotional and behavioural difficulties (EBD) (Belknap & Mosca, 1999; Chazan, Laing, & Davies, 1994; Eber, Nelson, & Miles, 1997; Whelan, 1998; Ysseldyke, 1991),
conduct disordered (CD) (Fox & Stinnett, 1996; Murray &
Myers, 1998; Prinz, Blechman, & Dumas, 1994; Tainsh & Izard, 1994; Webster-Stratton, 1993),
delinquent (Murray & Myers, 1998),
emotionally handicapped (EH) (Indiana State Dept. of Education, 1988),
oppositional defiant disorder (ODD) (Webster-Stratton, 1993),
severely emotionally/behaviourally disordered (Ellis & Magee, 1999; Rutherford & Mathur, 1993; Swan, Brown, & Jacob, 1987),
(severely) emotionally disturbed ((S)ED) (Brondolo, Baruch, Conway, & Marsh, 1994; Levine-Brown, 1993; Solnit, Adnopoz, Saxe, Gardner, & Fallon, 1997)
socially maladjusted (Murray & Myers, 1998),
troubled and troubling students (Whelan, 1998),
as well as other descriptors including:
aggressive (Hudley & Graham, 1995; Pepler & Craig, 1995; Rosenberg, 1986),
disruptive and distractable (Rosenberg, 1986),
maladjusted (Murray & Myers, 1998; Rutherford & DiGangi, 1991; Wearmouth, 1999), and
severely disruptive, (Younkin & Blasik, 1992).
