This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…

Proposed is an approach to child development which holds that intellectual capacity, neuromuscular development, language development, and temperament are overlapping areas; and considered are often unrecognized behavioral aspects of temperament. (MC)

It is maintained that special educators have been criticized for focusing strong intervention procedures such as isolation or punishment on elementary school children who have been labeled deviant or defective. (Author/MC)

To identify factors associated with student placement in classes for the educable mentally retarded, comparisons on socioeconomic, behavioral, and achievement variables were made between a group of 17 regular class Ss with IQs less than 80, and three groups of special class Ss. (Author)

Mothers who identified their children as having behavior problems were taught to respond differentially to selected behaviors exhibited by their children. Results indicated that use of child care agents as models may be an effective approach in the modification of child behavior. (ST)

Ten patterns or syndromes of classroom behavior of 337 high school girls were derived and analyzed for relationship to academic success or failure among delinquent and regular students; it was found that in both settings failure could not be viewed in only academic or cognitive terms, but as an indication of failure of the total child to cope with…

Individual and group contingencies in controlling undesirable behaviors in 26 educable mentally handicapped children (median age 9 years) in two special classrooms were compared. (Atuhor)

The utility of a crisis intervention approach for helping preadolescents build competency in behavior control is demonstrated. The following dimensions are highlighted: immediacy of intervention, trust relationship, structural interventions, facilitating versus controlling, problem solving orientation, and mobilization of group membership…

Attempts to relate current research in reading and psychology to real problems encountered by classroom teachers. Stresses the need for motivation and proposes methods of achieving it. (RW)

The experience of 80 high school professionals with adolescent suicidality was surveyed to document attitudes and information and to describe the perceived needs of the staff in dealing more effectively with this problem. (Author/PN)