Results of two studies are reported in which regular classroom teachers' prereferral interventions for students with behavior problems were examined. Results indicated that teachers both proposed and actually used interventions that involved teacher-directed actions. Yet, the specific nature and actual effectiveness of the interventions are…

The observational study examined the frequency and severity of misbehaviors of 98 behaviorally disordered adolescents on both mainstreamed and categorical bus transportation arrangements. Data indicated a dramatic increase in frequency and severity of misbehavior during the period of categorical transportation with a parallel increase in the…

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

Seven papers in this special issue address the topic of consultation models for behaviorally disordered students and their teachers. Among subtopics discussed are development and evaluation of consultation programs, accountability, and teacher training for the consulting role. (CL)

The study assessed the efficacy of a systematic program of intervention designed to facilitate a goodness of fit between 38 behavior problem secondary level students and a rural school system. Implications of the study are that teachers may be effective advocates for problem students when assisted by trained personnel. (Author)

The placement of learning disabled and behaviorally disordered children in the least restrictive setting requires consideration of both environmental conditions and psychological factors which contribute to the handicap. (DB)

Among findings of the study of characteristics of 249 seriously emotionally disturbed students (aged 7-19 years) were that half were placed for part of the day in regular classes, that behavior problem scores were related to reading achievement; and that Intelligent Quotient (IQ) was not predictive of amount or kind of behavior problem. (Author/DB)

Assessment and intervention of an eight-year old with attention deficit hyperactivity disorder who displayed disruptive behaviors during academic instruction involved three phases: (1) a brief functional analysis; (2) a curriculum-based assessment; and (3) an intervention derived from the assessments. Results showed an immediate reduction in…

Sixty-eight teachers were randomly assigned to one of four experimental conditions involving written information descriptions (positive and negative) and videotaped behavior (withdrawn and acting out). Findings suggest that a behaviorally disordered child should be seen as a student with specific problems within the normal range of behavior.…

In this study the authors examined the descriptive effects of adult proximity on the behaviors of six elementary-aged students with autism spectrum disorders served in general education settings. A descriptive analysis was conducted to determine the effects of adult proximity on the rate of challenging behaviors and academic engagement. In…

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

Four junior high aged students (three behaviorally disordered and one learning disabled) received self-management training, without the external control of a token program. The self-evaluation procedures reduced students' off-task and disruptive behaviors in the resource room, but there was little or no spontaneous generalization to the students'…