Parents can control their child's behavior by providing reasonable sequences to their child's misbehavior. Examples of this approach illustrate how using natural and direct consequences helps children learn responsibility and parents avoid power struggles. (CL)

The article describes 10 programs illustrating intervention approaches for facilitating the social/emotional and academic development of adolescents. Brief program descriptions are followed by addresses and names of program contact persons. (CL)

The authors present guidelines to assist teachers in planning and implementing timeout procedures for managing disruptive behaviors in the classroom. Included are a list of different types of timeout procedures and an implementation checklist for use in planning timeout procedures. (Author/SB)

The article examines the concept of aggression and ways in which aggression is experienced by children. The importance of planned intervention based on good intent is stressed. (CL)

Assessment of school violence should take into account the interaction of factors in three general categories: home and community, school, and personal factors. Assessment of classroom violence should yield data indicating who and what should be modified and in what manner the changes should take place. (CL)

The article offers guidelines for crisis prediction, preplanning, support team development, and post-crisis management that can handle aggressive behavior and convey to the child the existence of a legitimate system for enhancing positive self control. (CL)

Behavior of aggressive and passive aggressive students is explored and teacher intervention is considered in terms of a four phase cycle: (1) frustration (teacher offers support); (2) defensiveness (teacher sets limits); (3) aggressive/passive aggressive acts (teacher physically intervenes); and (4) reestablishment of self control (teacher…

Considerations which should be evaluated prior to physical intervention with an aggressive student are discussed. Teachers should know local and state guidelines, know when and with whom to use physical intervention, use preventive planning, recognize student behavior indicating a potential outburst, and question themselves before intervening.…

Close teacher proximity (within three feet) resulted in fewer disruptive responses of a 10 year old, suggesting that proximity control may be a useful part of a management plan for disruptive students. (CL)

Capitalizing on student interest and establishing contingencies for good behavior are seen to be effective ways of dealing with behavior problems in the classroom. (CL)

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

The article provides a step-by-step approach to ensure safe and nonabusive physical interventions with physically aggressive students. Illustrations depict the proper body positioning. (CL)

Parents and teachers can cooperate by requiring that behavior problem children successfully complete an activity of low priority (nonpreferred) to them before participating in a high priority (preferred) one. The daily report approach documents the way in which school behavior can be linked to access to home or community activities. (CL)

Psychodynamic concepts of denial, regression, projection, and intellectualization are reviewed, examples of the principles in adolescents' daily life are cited, and the need for parents to listen and accept their children is stressed. (CL)