This study evaluated the efficacy of the Preschool First Step (PFS) to Success early intervention for children at risk for attention deficit hyperactivity disorder (ADHD). PFS is a targeted intervention for children 3-5 years old with externalizing behavior problems and addresses secondary prevention goals and objectives. As part of a larger…

Disruptive behavior of 64 subjects in trainable and educable mentally retarded classrooms was observed over a four-day period. Although mean disruptive behavior occurred in relatively low levels, considerable variability was evident with some differences observed in the nature of disruptive behaviors between TMR and EMR subjects. (Author)

This paper presents a review of behavioristic principles that could be applied to the classroom. Techniques included are: (1) classroom reinforcements; (2) the teacher as a researcher; (3) desensitization. While behaviorism is not the complete answer, it does explain child behavior in terms that teachers should find useful. (Author/KJ)

Ratings on Adaptive Behavior Scale factors obtained for 47 children and adolescents in eight trainable mentally retarded classrooms were compared with data from direct classroom observations sampled over a four-day period. Findings indicated significant relationships between Ss's adaptive behavior in a residential environment and acutal observed…

Behavioral observations of 177 students in classrooms for educable mentally retarded children and for educationally handicapped children (mean ages 10 and 11 years) were compared to their achievement scores. (Author)

To determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day. (Author)

To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. Attending behavior correlated highly with eventual risk, leading to speculation about early identification…

While total ontask behavior distinguished institutionalized children from children in community schools and special classes, it did not differentiate retarded children in community based classrooms from one another. (Author/SB)