Following a description of the stages of impulse management, the article reviews curricular implications for interventions based on the students' needs at each stage. (CL)

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)

The article describes a modification of the skill-streaming approach (which features modeling, role playing, feedback, transfer of training, and reinforcement) for elementary students with behavior problems. (CL)

A systematic examination of the desired outcome of discipline is important before developing a discipline structure. Discipline goals should be based on: (1) appropriate developmental expectation; (2) societal expectations of the individual; and (3) a mechanism for helping youngsters formulate goals for their own behavior management. (JDD)

The article describes the "Competency Based Curriculum" for the affective domain which is designed to teach children basic social interaction skills necessary to develop and internalize self-controlling behaviors. Instructional activities and assessment tasks are considered for several types of the 11 objectives. (CL)