The conference paper examines West Virginia's process-product model used to develop educational programs for exceptional students (behavior disordered learners and intellectually gifted learners). The background of the program is discussed, and requirements of the state's master plan are outlined. Noted are findings and recommendations of task…

The authors cite a critical need for adequate client description in program evaluation efforts and propose a set of characteristics that a useful classification of clients must possess. After reviewing current classification systems, the authors discuss behavioral and ecological models. (CL)

The rationale for process measurement in programs for behavior disordered students is presented, followed by a description of a matrix to conceptualize process evaluation methodologies. Examples are presented for each matrix cell to illustrate types of data that can be used to evaluate the teaching process. (CL)

This booklet provides a synthesis of the literature and practical suggestions on dealing with violence and aggression in the schools. It is designed to help educators develop the skills to become more competent in preventing and responding to aggressive and violent acts. Particular attention is given to application of a transdisciplinary model.…

A conceptual scheme developed by the National Needs Analysis Project in Behavior Disorders is presented for guiding program description and evaluation in the behavioral disorders field. The scheme identifies essential program components such as philosophy, community involvement, and exit procedures. Underlying assumptions, the development process,…

The paper presents a rationale for the use of an educational model for meeting the mental health needs of children and youth. Implications of the current federal definition are examined relative to programing needs in academic, social, emotional, psychotic behavior, and career education areas. (Author/CL)

The first in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on diagnosis and assessment. It includes the definition and levels of mental retardation, difficulties in diagnosing psychiatric and behavioral problems in the presence of MR, assessment…

The third in seven sets of guidelines based on the consensus of experts in the treatment of psychiatric and behavioral problems in mental retardation (MR) focuses on psychosocial treatment. Guidelines cover general principles, choosing among psychosocial treatments, severity of MR and psychiatric/behavior symptoms, diagnosable disorders, target…

Basic assumptions of an ecological-behavioral view of assessing behavior disordered students are reviewed along with a proposed method for ecological analysis and specific techniques for measuring ecological variables (such as environmental units, behaviors of significant others, and behavioral expectations). The use of such information in program…

This article discusses how stress may affect the lives of children with behavior disorders, provides educators with a model for introducing stress management techniques, and closes with strategies for managing stress in the classroom, including listening to relaxing music, manipulating the environment, and providing a morning physical education…

The paper presents a literature-based comparison of psychodynamic and behavioral approaches in the management of aggression in children. The section on psychodynamic approaches discusses the work of August Aichhorn, Fritz Redl, Nicholas Long, and William Glasser, in addition to discussions of life space interviewing and the importance of the…

The manual is intended to present professionally defensible and generally agreed on criteria for the identification of students with behavior disorders in Iowa. Six major topic areas are examined in separate chapters: (1) overview of behavioral disorders in Iowa (historical background, assumptions underlying definition, desired use of definition…

This article examines issues related to treatment acceptability in early intervention programs, by applying concepts pertaining to collaboration, cultural difference, compliance and freedom of choice, family life cycles, and systems theory. A paradigm for designing home-based intervention plans with families of preschoolers with behavior disorders…

The paper defines the population of primary school age language/learning-disabled children with communication disorders and emotional/behavioral disorders. It then discusses the language demands of traditional treatment methods, assessment and diagnostic procedures, approaches to communication intervention, and treatment modalities; and offers a…

A public health model of prevention and intervention is applied to violent, aggressive, and antisocial student behaviors. Stressed is secondary prevention through school intervention by such means as comprehensive school planning, behavioral management strategies, student supervision, and providing for prosocial activity. Primary and tertiary…