The article reports on ways in which the Preparation through Responsive Educational Programs (PREP) project developed and conducted process and outcome assessment in a behavioral program for junior high students with behavior and learning problems. (Author/DLS)

This article reviews 251 studies evaluating the behavioral treatment of autism from 1980 to 1995. Each study is analyzed for the target behaviors and behavioral techniques that were implemented. Target behaviors included aberrant behaviors, social skills, language, daily living skills, and academic skills. Behavioral techniques are identified as…

A study examined developmental changes in symptoms retrospectively in 28 verbal children (ages 7-20) with autism. Findings indicate a significant improvement in three main domains. Improvement occurred in more symptoms in the social rather than the communication domain, and for more communication symptoms than the restricted interest and…

Assessed the role of attention processes as mediators between family environment and school readiness, analyzing data from 1,002 children and their families participating in the NICHD Study of Early Child Care. Found that sustained attention partially accounted for the link between family environment and achievement and language outcomes.…

Evaluation of a proactive behavioral approach to teaching prosocial behavior was evaluated in six urban elementary physical education classes. Results demonstrated positive across-grade trends in student leadership and teacher-independent conflict resolution behaviors, marked decreases in student off-task behavior, less teacher-directed and more…

Discusses techniques that elementary school teachers can use to recognize and correct minor behavior problems in their students. Incidences of inattention, disruptive behavior, and bad manners can be used as teachable moments to model or discuss good behavior. Teachers can also use newsletters to communicate with parents about prosocial skills.…

Teachers completed the Connors' Teacher Rating Scale on 100 boys (ages 6-8) who either had attention deficit-hyperactivity disorder (ADHD), mental retardation, both ADHD and mental retardation, or no disability. Children with mental retardation were generally more anxious than normal peers, but there were few differences between the normal IQ ADHD…

Examined the association between developmental outcomes, such as social competence, and child-rearing practices and attitudes in a sample of 38 preschool-aged foster children and their foster mothers. Findings indicated that higher quality child-rearing practices consistently were associated with fewer emotional and behavioral problems, and that a…

Task-related and social behaviors of preschool children (n=21) at risk for behavior problems were examined in two school settings, a structured instructional context and an unstructured free play context. Results indicated that group differences in on-task, aggressive, and prosocial behavior depended on context. (Author/DB)

Thirty-six fifth graders considered "disruptive" were rated with the ACCEPTS Placement Test, Walker-McConnell Scale of Social Competence and School Adjustment, and Matson Evaluation of Social Skills with Youngsters (self-report and teacher rating). The three teacher rating measures were strongly related, and students' self-ratings were…

This paper presents a decision-making model for comparing, choosing, and implementing social skills curricula that would be appropriate for specific students and settings. The model is structured around three curriculum areas (background, assessment, and instruction) and uses a cost-benefit analysis to assist in making modification decisions.…

Describes using behavior maps to help students identify and change nonadaptive patterns of interaction with adults and peers. Strategies are presented for developing and using behavior maps, and three examples of behavior maps of differing complexity are provided. Evaluation of behavior mapping efforts is also discussed. (CR)

Strategies for curbing disruptions in the classroom include setting expectations, naming and defining behaviors students must learn, modeling appropriate and alternative behavior, setting up routines showing that self-control is important, settling on predictable consequences for blurting out, having children start over if communication breaks…

Twenty-six suggestions for setting up a class environment in which children with learning or behavior problems can develop friendships are presented, including integrating friendship into the curriculum, teaching necessary social skills, structuring successful recess and lunch periods, honoring children's friendships in placement decisions, and…

A study assessed social skills development in children aged 8-13 with attention deficit/hyperactivity disorder after they attended a residential summer camp. Questionnaires returned by parents of 12 such campers reported increases in age-appropriate behavior, independence, self-esteem, connection with peers, and participation in group activities.…