Describes strategies to counteract aggressive responses when students exhibit aggressive behaviors. Promising practices include the conflict cycle, self-management, components of life space interviewing, anger replacement training, and relationship technology. (JPS)

Journal articles dealing with drug treatment of individuals with mental retardation were examined to determine treatment goals and outcomes of treating behavior problems. Analysis of articles published from 1987 to 1993 in 5 major journals revealed that none of the 68 articles concerned with the psychopharmacology of mental retardation reported…

This article presents guidelines for effective discipline in special and general education settings. It addresses causes of discipline problems, prevention techniques (such as establishing rules), intervention techniques (organized into an intervention ladder of increasing intrusiveness), and techniques for evaluating discipline effectiveness. (DB)

Comparison of 16 autistic children receiving psychotropic medication with 16 similar nonmedicated children and their parents found that discriminators of the parental decision to medicate or not included: family stress; the child's speaking ability; and irritable, driven, non-goal-directed child behavior. (DB)

Examined extent to which meditation and relaxation techniques are used by secondary school counselors as group counseling component for treating adolescents with behavior problems. Findings from 57 secondary school counselors revealed that few respondents used such techniques. Recommends that counselors change their roles, enhance counseling…

Reviews current legal interpretations regarding discipline of handicapped students. Proposes a model for fostering compliance with legal mandates when considering disciplinary procedures for such students. Principals should employ behavior management options (such as time-out techniques, use of school counseling and social workers, in-school…

A natural language sample of babble and words was obtained for 47 2-year-old children and compared with expressive language scores 5 months later. More than 50 percent of the variance in language outcome test scores was accounted for by rate of word use, rate of vowel babble, and behavior problems. (Author/DB)

The Discipline Option Form successfully combines reduced disciplinary consequences with a positive learning experience. The principal helps the student select appropriate topics for improvement and discusses them during the initial office visit. The student writes a short improvement plan and returns the form with the parent's signature.…

First and second graders (n=58) were assigned to experimental and control groups for behavior intervention program by matching for scores on Teacher's Report Form (TRF), ability, and achievement. Experimental subjects received classroom-based behavior intervention mediated by teachers. Pre- and postintervention TRFs showed significant…

An American Association of University Women study indicates that 85% of girls and 76% of boys in grades 8-11 have experienced some form of sexual harassment. Recent court decisions underline schools' responsibility for ensuring a safe school environment. Administrators should act to eliminate sexual harassment, educate students, involve parents,…

In this study, interrater reliability of the Motivation Assessment Scale (MAS) was investigated utilizing 84 direct-care staff members familiar with 42 adults with moderate to profound mental retardation. Problematic overt behaviors were evaluated using the MAS. MAS items were found to be moderately but significantly reliable across raters.…

Compared 30 adolescents with psychiatric diagnosis and 28 adolescents without psychiatric diagnosis on parent-completed Revised Behavior Problem Checklist and self-completed Revised Children's Manifest Anxiety Scale, Children's Depression Inventory, and Revised Symptom Checklist (SCL-90-R). Two groups of adolescents were significantly…

Thirteen people with severe/profound mental retardation and serious problem behavior were transferred from institutional care to group homes in England. Participation in meaningful activities increased significantly and included a wider range of activities. Most participants did not increase their major problem behavior. (Author/JDD)

This paper describes 10 components of a comprehensive classroom-based program for students with emotional and behavioral problems included in regular classrooms. It contrasts the program's educative approach with more control-oriented approaches and discusses methods to overcome common barriers to implementation of such programs. (DB)

Interviews were conducted with 63 parents of severely handicapped children recently placed out of the home. Results indicated that strong decision making influences were perceived parental stress, child's level of functioning, and child behavior problems, with lack of appropriate supportive services being a moderate influence. (Author/JDD)