Exclusionary discipline practices routinely exclude students from the academic environment through means such as office discipline referrals, suspension, and expulsion. These strategies, in turn, initiate student involvement in the School to Prison Pipeline (STPP). This form of discipline also affects minoritized students disproportionately.…

Students are at the heart of teaching and learning. Students will learn effectively if they are willing to learn. However, students may conduct disruptive behaviour in the classroom. This study addresses these following objectives: (1) to describe the forms of students' disruptive behaviour; (2) to describe the sources of students' disruptive…

In this study we examined the efficacy of a version of the Family Check-Up (FCU) adapted for kindergarten school entry with regard to parenting skills during the transition to school. We also examined whether improvements in parenting skills would mediate improvements in parent- and teacher-rated child behavior problems from kindergarten to second…

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused…

This research study outlined a professional-development program for training preschool teachers in Howard Gardner's theory of multiple intelligences. The program then continued training in practical applications of the theory for instructional use in the classroom. The preschool director and teachers' perceptions and experiences were documented…

Students' different educational pathways were examined in relation to their disengagement during adolescence. The participants were Icelandic youth (N = 832) who were followed from age 14 to 22. Based on their academic achievement at age 15 and educational attainment at age 22 they were classified into groups that took expected versus unexpected…

To establish diagnostic criteria, 12 fire-raising or pyromaniac children (7-15 years old) were compared with 12 control students matched for age, sex, and intellect. Six diagnostic procedures, including the Wechsler Intelligence Scale for Children, the Lowenstein Fire Raising Diagnostic Test, and the Eysenck Personality Questionnaire, were used to…

Questioned 91 graduate students in education to see whether teachers considered salient characteristics such as student age and problem behavior when selecting interventions for managing students' behavior. Results suggest that both regular and special education teachers take student characteristics into consideration when making such intervention…

This article presents a definition of traumatic brain injury (TBI); describes problem behavioral characteristics of students post-TBI and some possible solutions; examines academic, social, emotional, and cognitive factors; and outlines interventions to assist teachers in working constructively with TBI students. (JDD)

The question of what to do with aggressive students has plagued schools since mandatory attendance laws were passed. At the present time, many practitioners are using tactics for aggressive students that may not effectively remediate the problem, and research and practice do not seem to be in harmony regarding disciplinary options for aggressive…

This report evaluates the Seattle Public School District's 1983-84 re-entry program for suspended and expelled students in terms of seven expected student behavioral outcomes and Outreach/Intake Services Unit objectives. The program's purpose is to assist these students in improving the attitudes and/or behaviors which lead to disciplinary action.…

This book is intended to give educators an overview of Fragile X syndrome, including how it affects individuals, usually males, and how teachers can use strategies and methods suited to their specific needs. Chapter 1 briefly describes those medical aspects of Fragile X that teachers may find helpful. Chapter 2 looks at typical characteristics of…

This review examines the literature on the social and behavioral characteristics of the educable mentally retarded (EMR), as children and as adults, which might influence their acceptance or rejection by non-EMR peers in a regular classroom. Attempts to modify undesirable behaviors are also reviewed. The conclusions are pessimistic. (SJL)

A strategy is presented for helping to reorient students returning to the regular class from pull-out special services. A planning sheet is provided to help teachers correlate environmental characteristics with problem student characteristics and then select specific strategies. A table lists reentry problems and suggested strategies. (DB)

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.…