The authors present guidelines to assist teachers in planning and implementing timeout procedures for managing disruptive behaviors in the classroom. Included are a list of different types of timeout procedures and an implementation checklist for use in planning timeout procedures. (Author/SB)

Close teacher proximity (within three feet) resulted in fewer disruptive responses of a 10 year old, suggesting that proximity control may be a useful part of a management plan for disruptive students. (CL)

Capitalizing on student interest and establishing contingencies for good behavior are seen to be effective ways of dealing with behavior problems in the classroom. (CL)

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

The article provides a step-by-step approach to ensure safe and nonabusive physical interventions with physically aggressive students. Illustrations depict the proper body positioning. (CL)

Parents and teachers can cooperate by requiring that behavior problem children successfully complete an activity of low priority (nonpreferred) to them before participating in a high priority (preferred) one. The daily report approach documents the way in which school behavior can be linked to access to home or community activities. (CL)

The article pinpoints some successful ways a teacher can direct and support a difficult student by developing a specific point system for social and academic accomplishments. Among suggestions are the use of individual work baskets and task sheets. (Author/PHR)

The authors discuss the nature, use, and application of behavioral rating scales for students with behavior disorders. An annotated list of eight behavioral rating scales is included. (CL)

The effectiveness of using the school principal for behavior contracting with problem students was studied with nine students (sixth through eighth grade). Implementation of administrator-student behavioral contracting successfully decreased the number of teacher referrals to the principal's office. Suggestions for implementing…

Four articles by R. Newman focus on dynamics and components of school groups, particularly in relation to the education of handicapped children. (SW)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

Following a description of the stages of impulse management, the article reviews curricular implications for interventions based on the students' needs at each stage. (CL)

Characteristics and management of the passive aggressive child in classroom situations are presented in the article. (PHR)

Three behavioral approaches to the management of behavior problems in the classroom are discussed. (PHR)

Basic management of disruptive classroom behavior is a necessary aspect of classroom control. Three basic techniques are planned: ignoring, in which inappropriate behavior is not reinforced; signal interference, in which nonverbal signals on the part of the teacher affect behavior change; and proximity control, in which the teacher's physical…