Reviews a recent study showing that the degree to which teachers understand their students and themselves determines the appropriateness and sophistication of their classroom management program. (FL)

Assertiveness training programs in the school setting provide a method to work with students with behavior problems. When students can manage their environments more effectively, they view the educational experience more positively and find that their present world and their transition to the adult world proceeds more productively. (Author)

The school records of 40 boys and 20 girls placed in special education programs (for learning disabled, educable retarded, or behavior disordered) were examined to compare reasons for referral and placement. Results indicated that boys were more likely to be referred for behavior problems or behavior and academic problems. (DB)

This article discusses the child who never manages to succeed, who always falls short of his/her personal or academic goals. Consideration is given to causes of failure in the child's over- or under-expectations of self and to the behavior problems that can result from continuous frustration. (SJL)

Evaluated influence of film preparation on children undergoing dental sessions with respect to peer modeling v demonstration of procedures and amount of information. Children exposed to peer-model videotaped presentations immediately preceding their restorative treatment exhibited fewer disruptive behaviors and less apprehension than those…

Seven papers in this special issue address the topic of consultation models for behaviorally disordered students and their teachers. Among subtopics discussed are development and evaluation of consultation programs, accountability, and teacher training for the consulting role. (CL)

The study assessed the efficacy of a systematic program of intervention designed to facilitate a goodness of fit between 38 behavior problem secondary level students and a rural school system. Implications of the study are that teachers may be effective advocates for problem students when assisted by trained personnel. (Author)

Although differences in composite Wechsler Intelligence Scale for Children--Revised (WISC-R) measures were exhibited by children with mental retardation, learning disabilities, and psychological or behavioral disorders, few significant group differences were exhibited. Caution is necessary in making diagnostic statements based on WISC-R profile…

Describes a study that examined the classroom behavior and reading achievement of elementary school children placed on the Feingold food additive elimination diet. Concludes that children who remained on the diet for six months became less impulsive but did not raise their reading scores significantly. (FL)

Indirect self-destructive behavior (ISDB) is associated with direct suicide potential, dissatisfaction with the treatment program and with life in general, confused reasoning and judgment, poor prognosis for discharge, the absence of religious commitment, and significant losses in the patient's life. ISDB is an alternative form of suicide. (Author)

A parent education program using a classroom format was effective in teaching parents concepts and application of social learning theory to child behavioral development. Results are discussed in terms of efficiency, prevention of childhood behavior problems, program content, and changes in parent behavior. (Author)

Argues for small alternative schools as a method for dealing with disruptive, alienated youth. Outlines the basic ingredients necessary to the success of such a program. Specifically addresses six possible objections to these alternative schools for disaffected students. (SJL)

Data from past studies on adolescent alcohol misuse and family structure of adult alcoholics formulate a picture of family environment which contains high levels of anxiety, maintenance of the problematic behavior by the family, parental modeling of inappropriate alcohol use, and lax parental control. (Author)

When discipline problems arise, the referral system outlined here, in which teachers, counselors, and administrators know what is expected of them, may help principals save time and retain effectiveness. (JM)

Focuses on the typical phenomena associated with the hyperactive child-syndrome. Various aspects include a description of the syndrome at different ages, the prevalence of the syndrome, etiologies, drug treatment and its effects, and other forms of therapy. (SA)