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)

Three middle school students with mild/moderate mental retardation utilized three self-management interventions varying in amount of external assistance to increase time-on-task behaviors. Although the more externally assisted procedures resulted in the greatest improvement, the less intrusive procedures produced only slightly reduced effect,…

Examined effects of relaxation training on preadolescent children (N=532) with behavior problems. Results indicated fewer discipline problems among students receiving relaxation training than those who did not. Fighting, cutting class, and discipline reports markedly decreased. Suggests that counselors can serve as schoolwise consultants for…

Explores responses of 620 middle school and high school students to the Student Rating Scale. Results show that students who had been suspended were more likely to be involved with the legal system. Also explores rule compliance and school interest for internally suspended, externally suspended, and never suspended students. Discusses implications…

The 1987-88 Home-School-Community Agents (HSCA) Project of the Columbus (Ohio) Public Schools met its goal of improving the attitudes of 50 percent of the disruptive students enrolled in the project toward teachers, education, and school behavior. Nineteen HSCAs served in 8 high schools and 11 middle schools. Each HSCA worked on an in-depth basis…