The Oak Park and River Forest High School (Oak Park, Illinois) Behavior Disordered Program Continuum has attempted mainstreaming of behavior-disordered students in a systematic, gradual manner. This paper describes the program, defines the role of support personnel and the unique role of the mainstream facilitator, and presents mainstreaming…

When seriously emotionally disturbed students from an institution are placed in public schools, transition programs are critical. Responses of public school teachers and institutional teachers to a questionnaire identified communication and long range planning as major concerns. (CL)

Seven questions are addressed to school officials regarding programs and policies of career/vocational education for handicapped students. Questions touch upon such aspects as curricular scope, continuum of placement and service alternatives, transition services, evaluation procedures, and use of nonschool resources. (CL)

The article offers guidelines to special educators designed to improve consultation skills, specifically in observing the referral settings, clarifying roles, establishing referent power, maintaining positive expectations, and planning and monitoring the intervention program. (CL)

A transition-oriented program was developed to meet the needs of mildly handicapped secondary students in Montgomery County, Maryland. Described are the program's planning process, adaptation of a generic transition model to a specific school, addition of a prevocational exploration course, and improvement of the annual individualized education…

A group of students with emotional disturbances generated a list of rewards and received rewards after accumulation of points determined by the daily behavior of each group member. Use of this motivator and behavior management tool seemed to increase the cohesiveness of the group and prosocial behavior of its members. (JDD)

A school/community-based program was developed by Montgomery County (Maryland) Public Schools to prepare students, aged 5-21, with moderate/profound retardation for transition into adult life. Program goals included providing more community and job training and increasing opportunities for frequently occurring, quality interactions with…

A summer vocational interest exploration workshop was developed by Montgomery County (Maryland) Public Schools for handicapped students aged 14-19. Students developed their basic and social skills and gained understanding of career opportunities as they worked in simulated job environments in food services, business, building/grounds maintenance,…

The article categorizes the information needed to develop comprehensive approaches to students with chronic disciplinary problems and discusses psychological measures that can provide the necessary information. The categories include: cognitive domain (attention; concentration; memory; and psycholinguistic, conceptual, sensory, and perceptual…