Instruction is the most important variable in special education, but it is often overlooked. Special instruction is what makes special education work, yet it is often neglected. We need to know more about how to teach both academic and behavioral skills more effectively, how behavioral and academic skills are interrelated, and how to choose those…

The main purpose of psychiatric classifications should ultimately be of help in management of patients. Classifications do this indirectly. They help a clinician to think about a child's mental and behavioral problems, and accurately diagnose, and classify them. This in turn helps the clinician to communicate with other professionals, and devise a…

In a previous issue of "The Behavior Analyst," the authors discussed the ambiguities that surround the distinction between positive and negative reinforcement. Seven distinguished behavior analysts commented on their article. The authors believe that this dialogue represented a constructive step toward clarification of an important concept within…

This introduction to a special issue on postmodernism and behavior disorders discusses problems with the definition of postmodernism, including the trend for people to label whatever they wish as postmodern, the inability to separate postmodern from the modern, and the subjectivity of defining which ideas are about "reality" or "truth." (CR)

The authors examine factors contributing to the perpetuation of the categorical approach to education for behaviorally disordered students and document problems associated with it. Factors in support of the noncategorical are presented. Selected examples of noncategorical educational programs precede recommendations concerning the facilitation of…

Claims that authors of a November 1988 "Kappan" article on special education are conducting a campaign to change special education in their own image. Asserts that special and regular education are interwoven, not separate or segregated, processes and that support teams are designed to help teachers improve student learning and behavior in the…

Factors affecting the development of a taxonomy of psychopathology for children with mental retardation are considered, along with the following diagnostic areas to address: stereotypic behavior and self-injury, autism, organic brain syndromes, and pervasive developmental disorders. Using data from multivariate studies and findings related to…

This paper describes current neurological knowledge regarding the recognition, diagnosis, and classification of frontal lobe seizures, and then critiques a study by A. Gedye which suggested that self-injury may be involuntary and related to frontal lobe seizure activity. (JDD)

Notes that interpretation of Public Law 94-142, Individuals with Disabilities Education Act (IDEA), benefits from participation of professionals from both law and education. Considers Slenkovich's (1983) book, "PL 94-142 as applied to DSM III diagnoses." Provides background on 1991 reaction to Slenovich by article's authors and Slenovich's…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to earlier articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Addresses two aspects of debate…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to earlier articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Comments on these analyses, and…

Focuses on social maladjustment exclusion in serious emotional disturbance criteria in Public Law 94-142, Individuals with Disabilities Education Act. Responds to articles by Skiba and Grizzle in reaction to Slenovich's book, "PL 94-142 as Applied to DSM III Diagnoses" and Slenovich's response to articles. Assesses debate between Skiba and Grizzle…

This response to "Behavior Disorders: A Postmodern Perspective" (David Elkind) rejects the postmodern notion that there can be no common narratives and proposes three possible metanarratives that could be useful in thinking about behavioral disorders: democracy, spirituality, and the notions of Nick Hobbs. (CR)

This paper responds to a critique (EC 601 489) of a paper on the possible involuntary nature of self-injurious movements in persons with mental retardation, resulting from undiagnosed frontal lobe seizures. The response discusses electroencephalographic techniques, the importance of observable ictal phenomena, the need for other corroborating…

Papers are presented from a debate held in 1983 on noncategorical versus categorical programming for behaviorally disordered children and youth. C. Nelson and K. Greenough advocate the noncategorical approach, asserting that categorical approaches can be harmful, are nonfunctional in educational terms, and are less practical than alternative…