School-related difficulties are commonly associated with attention deficit hyperactivity disorder (ADHD). This article describes effective school-based intervention strategies including behavioral interventions, modifications to academic instruction, and home-school communication programs. One overlooked aspect of treatment of children with ADHD…

This paper explores some key findings from the recent two-year evaluation of a national pilot to introduce Restorative Practices (RP) in Scottish schools. A Restorative approach emphasises the human wish to feel safe, to belong, to be respected and to understand and have positive relationships with others. It recognises the fundamental importance…

Examined the effects of daily report cards designed to increase the completion and accuracy of in-class assignments in two youngsters described as having a behavioral history of difficulty in completing seat work. Use of the procedure produced immediate significant changes in rates of both completion and accuracy. (Author)

Describes a graduated reentry behavioral intervention to treat a child with school refusal. Following a multimethod evaluation, an initial graduated exposure to school combined with positive reinforcement for staying in school was chosen. The mother's influence prompted a change to rapid exposure to school, which proved effective. (RJM)

This document presents a report on the proceedings of a conference called to examine the problem of bullying of pupils in the age group 6-16 years old in schools in Europe, with the hope that the presentations and discussions would stimulate further awareness and interest and lead to the initiation of further research into the subject within…

Single-case analyses were conducted of the dosage and time-course effects of methylphenidate on disruptive classroom behavior, math and reading performance, and social engagement. In contrast to previous studies, clear individual differences were demonstrated: across children; across academic, behavioral, and social domains of functioning; for…

Describes some clinical observations of procrastinating and procrastinators and addresses how these observations have led to the development of a guaranteed scheduling technique (GST) to treat procrastination. Discusses the elements of GST and its implementation. Initial student reactions to GST have been favorable. (Author/RC)

Maintains that the traditional approach to behavior problems in secondary schools has been reactive and largely negative. Reviews research on behavior intervention methods and preventative practices. Finds that reports on whole-school innovations are positive and considers practical implications for educational psychologists. (CFR)

This manual describes a systematic approach, behavioral prescripting, for dealing with student problem behaviors. Aspects of the behavioral prescripting process are described, including: (1) enlisting the support of parents and teachers; (2) deciding on the problem behaviors; (3) collecting baseline data; (4) building a reinforcement schedule; (5)…

Issues in effective diagnosis of such dishonest behavior as cheating, lying, and nonconfrontative stealing are discussed. Published intervention approaches for dishonest behavior are reviewed, including negative sanctions, direct appeals to morality, public affirmation, covert sensitization, timeout, reinforcement contingency procedures, and…

Describes a class contingency management program designed to increase class on-task behavior and cooperation while decreasing class disruptiveness, peer denigration, complaining, and interference with teacher instruction. Results indicated the program accomplished immediate and rapid increases in disruption-free instructional time. (RC)

This book presents ways in which teachers can build virtue and character in middle and high school students. The text is divided into three parts. In part 1, "Measuring Virtue," ways in which virtue can be restored to education are explored. The chapters examine the problems teachers face, the elements of virtue, how to make virtue operational,…

Teachers often spend more time in the classroom dealing with disruptions and conflict than they do teaching. This report describes a study (n=18) that was conducted to assess the effects of a school-based group treatment program on social skills development and anger management for students with behavior problems in an urban Saskatchewan (Canada)…