Obsessive-compulsive disorder (OCD) and autism spectrum disorder (ASD) are neuropsychological disorders that can be challenging to students both academically and social-emotionally, especially when they occur together. Students with ASD can have co-occurring OCD, which can complicate social-emotional and academic outcomes. Teachers are in an ideal…

Shaping behavior by reinforcing a series of successive approximations is discussed, and procedures for promoting internal shaping in children are described. Instructions are given for the "shaping game," by which parents and children can learn the techniques. (CL)

Life Space Interviewing (LSI) can be useful in dealing with students with behavior problems. LSI focuses on real events and takes into account the mood of both the child and adult. Five steps in conducting LSI are applied to a hypothetical classroom incident. (CL)

The purpose of this article is to clarify critical variables in the individualizing process. These include selecting appropriate practices, dealing with the abstract, changing student behavior, and humanizing instruction. (SK)

Suggests to teachers some techniques for identifying and helping the school-phobic child. (SJL)

The article is designed to help parents and teachers understand the causes of common behaviors of gifted children that become "problems" to adults and to suggest some effective strategies for dealing with such behaviors. (SBH)

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 discusses the value of teaching self-monitoring skills to students with mild behavior disorders and offers specific strategies for teaching them to use the process. Among procedures recommended are to define the behavior explicitly, simplify behavior counting and recording, and practice the process. (CL)

Not overreacting to disruptive behavior can be an effective way of maintaining classroom discipline. (JD)

Uses the Tobacco Hornworm to teach about the competition for limited resources and behavioral changes. Follows three stages during the experiment: (1) brainstorming and hypothesis building; (2) implementation; and (3) data reduction and presentation. (YDS)

Teachers of behaviorally disordered students can supplement their basic intervention program by teaching self-monitoring, setting goals for and with students, stating the consequences, suggesting alternative behaviors, and rehearsing alternative behaviors. (CL)

Effective strategies include (1) helping consumers see how lifestyles and consumer behavior are related; (2) limiting amount of new terminology used; (3) dispelling myths and misperceptions; (4) doing product life-cycle analysis; and (5) emphasizing long-term goals for behavior change. (JOW)

The article discusses the management of out-of-seat behavior of children in special education. (PHR)

The daily rearrangement of a profoundly retarded seven-year-old boy's routine shower was found to be effective in eliminating his low-frequency feces smearing and coprophagic (eating of feces) behavior during the late afternoon/early evening part of the day. (Author/DLS)

A psychologist provides helpful suggestions for teachers having trouble with negativistic, impulsive, passive-dependent, and anxious children. (CM)