Ten mothers of children 8-12 with adjustment difficulties received group training in behavioral strategies and communication skills. After six weekly six-hour sessions, ratings on the Child Behavior Rating Scale and Family Adjustment Test indicated that the parents' children's perceptions of family functions, behavior, and adjustment were…

Examines referral information for 269 learning disabled students in grades one through five. Referral reasons were classified as academic, behavior, and academic and behavior and were analyzed according to particular concern (e.g., reading deficits, attentional problems, etc.). The majority of students were referred for either academic or both…

Assesses the efficacy of hypnotherapy in the treatment of nocturnal enuresis in boys aged 8 to 13 years. Treatment consisted of six weekly standardized sessions. Results indicated that hypnotherapy was significantly effective over 6 months in decreasing nocturnal enuresis, compared with both pretreatment enuresis frequency and no-treatment…

Discusses various forms of confabulation, and conditions that often give rise to these disorders. Asserts that confabulatory states frequently are associated with cerebral damage that involves the right hemisphere, notably, the frontal (often bilaterally) and parietal lobes - areas intimately involved in arousal, attention, information regulation,…

Evaluated behavior problems and social competence in 198 children, 4-16 years old, from violent and nonviolent families. Mothers rated children's behavior and completed measures of family violence and maternal stress. Children of battered women were rated significantly higher in behavior problems and lower in social competence than were controls.…

The article examines reasons for over-referral of language minority students for learning disabilities placement including misinterpretation of problem behaviors stemming from linguistic or cultural differences and stresses the importance of documenting prior interventions to distinguish differences from handicapping conditions. (DB)

Reviews the psychological literature pertaining to identification and relates it to the teaching situation. (FL)

Compared the Minnesota Multiphasic Personality Inventory with and without the K correction for hit rate across patient (N=400) and nonpatient (N=200) groups. Results showed a total hit rate of 80.2 percent for the K correction and 78.3 percent for no K correction. (LLL)

A community-based day treatment program for adjudicated youth is described. Participants report improved school attendance and fewer incidences of running away, acting out, talking back, and other problems. (BL)

A program is described that is designed to improve the cognitive planning abilities and social skills of students nine to 16 years old with behavior problems. Students learn the cognitive planning sequence of stop, plan, do, and check. (CL)

A computer-based interactive system for diagnosing academic and school behavior problems is described. Elements include criterion-referenced testing, an instructional management system, and a behavior evaluation tool developed by the author. (JW)

When professionals learn of unethical professional practice by a colleague, they have an ethical obligation to intervene through appropriate evaluation and reporting. Sexual activity between a professional and a client is used as an example, and guidelines are provided for initial approach and evaluation, confidentiality, and the rationale for and…

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)

Differentiates between punishment and discipline. Personal interaction styles, the environment, schedules, and personal expectations are discussed as having an effect on children's behavior. Recommends that techniques rely on problem-solving skills in helping children become self-disciplined. (AS)

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…