Created in the 1950s by the legendary Albert Ellis, rational emotive behavior therapy (REBT) teaches clients to challenge their irrational thinking. REBT is based on the simple idea that it is not external circumstances that make a person happy or unhappy, but rather internal thoughts about events or oneself. Thinking, feeling, and behavior are…

A fluency therapy process for adolescents who stutter is described and illustrated by a case history that applies a four-stage process for structuring, targeting, adjusting, and regulating behaviors. The affective, behavioral, and cognitive components of fluency are considered, along with behavior techniques for eliciting a feeling of fluency…

This report reviews 23 controlled studies of the effect of food dyes and other dietary constituents on the behavior of children with Attention-Deficit/Hyperactivity Disorder (ADHD) or other behavioral problems. Findings indicate 17 of the 23 studies found evidence that some children's behavior significantly worsens after they consume artificial…

The paper reviews the origins and applications of cognitive behavior modification (CBM), an approach involving exceptional students in their own behavior change. Contributions to CBM are traced from behavior modification, cognitive psychology, and instructional theory and research. Applications (training self-instruction and problem solving) are…

This guide has helped put executive skills on the map for school-based clinicians and educators. The book explains how these critical cognitive processes develop and why they play such a key role in children's behavior and school performance. Provided are step-by-step guidelines and many practical tools to promote executive skill development by…

This guide provides information on seizures in students with traumatic brain injury (TBI) and offers guidelines for classroom management. First, a classification system for seizures is presented with specific types of seizures explained. Post-traumatic seizures are specifically addressed as is the importance of seizure prevention when possible.…

This book is the first volume of the National Association of Social Workers (NASW) Practice Resources Series. It offers a cognitive problem-solving approach to the urgent need for children to acquire competence in meeting the demands of childhood within social, school, and family parameters. Designed for children from kindergarten through middle…

Discusses issues and challenges related to the assessment of K-12 students' cognitive and affective progress in physical education. The paper recommends that when assessing the cognitive domain, assessment should directly reflect what was taught and should be infused throughout the unit of instruction. It also recommends that should educators…

This "Packet of Information for Professionals" (PIP) was developed for professionals who work with gifted and talented students who have an autism spectrum disorder (ASD). The purpose of PIP is to offer recommendations that will lead to a positive experience for twice-exceptional students who participate in specialized programs for…

This guide addresses issues concerned with the reintegration of students with traumatic brain injuries (TBI) into the classroom. It first provides a definition of TBI and identifies characteristics of students with TBI. The guide then discusses cognitive consequences of TBI, with emphasis on deficits of executive function, attention, and memory.…

This manual provides basic information on the cognitive, academic, and behavioral issues which may follow brain injury and suggests practical techniques for remediation within the educational setting. The guide stresses that the success of educating children with brain injuries is largely dependent on family members and educators understanding…

The nine readings in this monograph focus on ways to improve the social skills of students with emotional/behavioral disorders. The following readings are included: (1) "Analysis of Literature on Social Competence of Behaviorally Disordered Children and Youth" (Sarup R. Mathur and Robert B. Rutherford, Jr.); (2) "A Validation of Social Skills for…

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)

Provides background information on Fred Piaget, and describes his three stages of day care director development: pre-managerial, concrete managerial, and formal managerial. (HOD)

Students with learning disabilities and behavior problems need instruction designed to increase active thinking and questioning skills. Described methods for teaching these skills include T. Raphael's question-answer relationships, A. Hahn's questioning strategy, reciprocal teaching, and the "ReQuest" procedure. Practice activities for…