Fifth-, seventh-, and ninth-grade students completed the Children's Intervention Rating Profile (CIRP) in response to eight teacher-initiated intervention methods designed to correct classroom behavior problems. A factorial analysis of variance indicated that students generally are able to differentiate between various methods of improving student…

Grade 5 students (N=39) judged on the basis of familial factors to be at risk for antisocial behavior were evaluated for academic engaged time, social interactive behavior, teacher ratings of social skills, principal contacts, and special education services. Results indicated behavioral differences between the at risk subjects and normal controls.…

This paper cites relevant court decisions and provides guidelines for expelling and suspending handicapped students for disciplinary reasons. The advantages of in-school suspensions are described, with discussions of policy, curriculum, and management considerations. Tables cover behaviors of handicapped students, a schedule for awarding…

Deals with types of behavior that cannot be allowed among staff or campers in the camp community--use of drugs or alcohol, personal abuse, crime, violence, and sexual activity. Urges camp directors to develop a written policy spelling out standards, expectations, and sanctions. Suggests staff orientation strategies. (JHZ)

Evaluated acceptability ratings of three types of interventions (behavioral, pragmatic, and humanistic) applied to two types of behavior problems (acting out vs. passive resistance) using the Intervention Rating Profile. Student teachers (N=73) who read descriptions of behavior problems felt acting out was more likely to be referred, rating the…

Explores teachers' perceptions of pupils' behavior problems at a comprehensive school in England. Identifies three main factors in problem behavior: aggressive and antagonistic personality traits, problems relating to difficulties in application to school work, and problems relating to difficulties with authority. Discusses the implications that…

This study analyzed 182 educators' beliefs about their ability to manage maladaptive classroom behaviors. A factor analysis of teacher manageability ratings demonstrated that, by changing the method used to group behaviors, the structure of a teacher checklist also changes. The most difficult behavior to manage was "lack of…

Identified by peer nomination 238 students in grades 3 through 5 as one of five social types: popular, rejected, neglected, controversial, and average. Examined status group differences among teachers' reports, peer reports, and children's self-reports of adjustment. Rejected children were viewed as exhibiting significantly more classroom and peer…

Group counseling sessions featuring activities focusing on relaxation training, self-disclosure, nonverbal communication, role playing, positive feedback, individual strengths and weaknesses, and listening skills helped to decrease emotionally-handicapped (N=6) and learning-disabled (N=6) students' acting-out and distracting classroom behaviors.…

Examined children whose Wechsler Intelligence Scale for Children-Revised (WISC-R) verbal and performance Intelligence Quotient discrepancies placed them beyond the 90th percentile. Longitudinal study showed 23 percent of the discrepant cases to be discrepant at two or more ages. Studied frequency of perinatal difficulties, early childhood…

The study evaluated a positive behavior therapy approach to managing disruptive screaming and crying in a classroom setting by a ten-year-old female with severe retardation, visual impairment, and physical disabilities. Auditory stimulation decreased disruptive behavior to zero levels, and gains were maintained at five-month followup. (Author/DB)

School social workers aid the process of parental involvement with the schools. Parents need services from social workers so their relations with the school will have positive influences on the child's learning. The social and academic adjustment of high risk children depends on this essential link. (VM)

A coat was adapted for a 20-year-old severely handicapped woman to control her practice of "mouthing" her hands and clothing. Velcro strips attached to the coat held the student's arms down long enough to allow for differential reinforcement of appropriate behavior, which successfully reduced the rate of mouthing. (JDD)

This paper defines social withdrawal from a social skills perspective and presents a fourfold classification system of children's social skills deficits. The paper reviews the literature in discussing assessment procedures; social skills training strategies (modeling, coaching, peer-mediated interventions, and group contingencies); and…

Discusses community-based programs which have shown promise of enhancing the democratic governance of schools and increasing the school system's resource bases. Describes three types of programs in Cincinnati, Ohio, and Kansas City, Missouri: school-community advisory councils, school-business linkages, and government-agency partnerships. (KH)