Studies have documented that schedules and routines influence children's emotional, cognitive, and social development. Predictable and consistent schedules in preschool classrooms help children feel secure and comfortable. Also, schedules and routines help children understand the expectations of the environment and reduce the frequency of behavior…

Studies that show the effectiveness of self-management have been conducted with young children who have behavior problems, children with developmental delays, children at-risk, and children with identified disabilities. This "What Works Brief" presents strategies for teaching young children to manage their own behavior. It uses a simple format…

Through interviews and participation with 20 preadolescent African American boys from 1 urban elementary school in school and during leisure activities, the researcher explored what "getting into trouble" meant to the boys themselves, and what it meant to the teachers, principals, truant officers, and relatives of these children. Taken…

This paper discusses how to manage students with behavior problems, noting the sharp difference between discipline problems of the 1940's and discipline problems of today (e.g., assault, murder, burglary, arson, and gang warfare). Some teachers are more effective than others in dealing with troubled students. Teachers' personal characteristics and…

This paper describes an innovative educational program called Project Breakthru, which supports the vision of the Individuals with Disabilities Education Act. Aligned with the inclusive philosophy of special education services, this program aims at preventing academic and behavioral problems in children by means of restructuring school resources…

The 1997 National Survey of America's Families (NSAF) asked parents of 6- to 17-year-olds several questions in order to assess the degree of turbulence or stability in a child's life. Turbulence was associated with several types of change, including moves and multiple school changes. The NSAF is a survey of more than 44,000 families, representing…

The purpose of this study was to determine whether at-risk behaviors (e.g., substance abuse, gun ownership, sexual activity, and gang membership) are associated with violence attribution errors, as measured by Daley and Onwuegbuzie's (1995) Violence Attribution Survey, among 82 incarcerated male juvenile delinquents. Analysis revealed that the…

This paper presents a relevant literary review and then develops a behavior-management program within schools encompassing social-skills training for all children. Both the literary review and this program can be used to educate administrators, educators, parents, and students about behaviors and warning signs associated with violent children. The…

How people treat each other in their daily interactions seems to be profoundly important and even central to the definition of a "civilized" society. This nationwide survey examined what Americans are thinking about courtesy, manners, rudeness, and respect. Data were gathered through a random sample telephone survey of 2,013 adults…

This paper reports on the National Study of Delinquency Prevention in Schools, the first national study of problem behavior containing information from multiple sources -- principals, teachers, and students. Nationwide, 7% of schools or an estimated 6,451 schools reported to law enforcement personnel at least one incident of physical attack or…

The functioning of parent "C" groups (basically preventive in purpose) is described. Such groups are ones wherein parents discuss their interactions with children with each other and with a leader in an effort to make their own behavior more effective. Suggestions for administering such groups and for training counselors to lead them are given.…

Five groups of approximately 50 children, grades 2 through 6, from each of five schools (four in low socioeconomic mostly black areas), originally referred for 1 or 2 years' support in a behaviorally oriented resource room, were followed up after regular class placement for 2 or 3 years. (MC)

Fifty behavior problems were rated according to their seriousness by 100 teachers of grades three through six assigned to elementary schools of Western New York. (Author/JM)

Digest of papers of the Forty-Seventh Annual Meeting American Orthopsychiatry Association (San Francisco, California, March 23-26, 1970). (RD)

In an ABA research design, out-of-seat behavior of 22 first graders was effectively controlled by using common classroom rewards. (Author)