The paper presents the case of a sixth-grade boy, labeled dyslexic, who responded positively to a biochemical approach. Remedy of iron, zinc, and Vitamin B-6 deficiencies as well as an imbalance of fatty acids resulted in improvements in hair and skin and also in reading. A biochemical approach to behavior problems is proposed. (Author/CL)

Approximately 300 children in seven elementary schools used the Feingold diet for two weeks. Of the total sample, 8.5% improved by five points or more. The mean before diet scores of improved Ss were below the cut off value for hyperactivity, indicating hyperactivity itself is not a necessary condition for improvement. (Author)

The essay explores the potential use of nutrition therapy in behavior management programs. (Author)

Third grade learning disabled students (N=72) were assigned randomly to one of two treatment groups or a control group. The group receiving the instructional program performed significantly better on two of the three tasks. (Author/SB)

Explained for special teachers of emotionally disturbed children are interaction with positive consequences and interaction with negative consequen ces to modify behavior. (MC)

Five of six learning disabled students (aged eight to 11) demonstrated greater attention span toward classroom tasks on days of a running program than on nonrunning days. Further, three Ss evidenced more impulse control on running days, and as a whole, Ss demonstrated less disruptive behavior on running days. (CL)

A 6 1/2-year-old hyperactive boy was taught to reduce his muscular activity and tension through the use of electromyographic biofeedback for 11 sessions. (Author/DB)

Three learning disabled students acting as tutors for their peers were able to modify school-related problems (problems of capital letter recognition and the beginning and completion of assignments) of the tutorees using behavior modification techniques. (KW)

The authors review research on techniques to change social behavior, ranging from relatively simple manipulations of antecedent and consequent conditions to complex instructional "packages" involving didactic, modeling, rehearsal, and feedback procedures and examine issues involved in generalization of social skills training as well as ethical…

Two psychoeducational procedures were investigated for their effects on impulsivity in 120 hyperactive children in two groups: those receiving stimulant drug therapy and those not receiving stimulant drug therapy. Results indicated that the use of psychoeducational treatment approaches are of value in altering the impulsive responses of…

Intended for teachers, the article provides an introduction to the four major classes of psychotropic medication (stimulants, tranquilizers, anticonvulsants, and antidepressants) commonly prescribed for children with learning or behavioral disorders. Specific effects on the classroom are addressed. (DB)