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)

Teachers can help learning and behavior disordered students in middle and secondary grades develop self control through a strategy in which students are taught to stop, look, listen, and think before carrying out a task. The final step is to reinforce themselves. (CL)

Historical events in the development of cognitive-behavior therapy with children are reviewed. Suggestions are offered for areas which might be valuable for therapists to consider in the 1980s. (Author/GK)

The article reviews 44 studies that investigated the efficacy of biofeedback techniques in treating childhood behavioral and learning disorders. (Author)

Variations of systematic desensitization that include deep muscle relaxation (DMR) seem useful in remediating some behavior problems of children. Studied the effects of DMR and DMR with Covert Positive Reinforcement (CPR) in reducing maladaptive behavior of children, ages 6 to 12. (Author)

The study assessed whether 4 students (ages 9-13) with severe autistic disabilities could learn to use a self-management treatment package to reduce stereotypic behavior. Use of the procedures greatly reduced levels of stereotypic behavior. Improvement also occurred for extended periods of time in new settings without the presence of a treatment…

Research on moral behavior in children is sorely lacking in the behavioral literature. Yet, behavioral research documenting effective treatment of children with behavioral and emotional problems has often failed to generalize or to focus on moral behavior. Developmental psychologists have researched moral behavior and have provided models of moral…

This article describes the successful application of the Coping Power program by school-based clinicians to address a 10-year-old girl's disruptive behavior symptoms. Coping Power is an empirically supported cognitive-behavioral program for children at risk for serious conduct problems and their parents. The following case study illustrates the…

This study aimed to identify aggression patterns among students, compare teachers' and students' reports on aggressiveness, and examine whether emotional and behavioral problems and self-control intercorrelate with aggression and can explain it among students. The study investigated 363 students aged 8 to 11 years and their 12 homeroom teachers in…

The authors used meta-analytical techniques to estimate the magnitude of gender differences in mean level and variability of 35 dimensions and 3 factors of temperament in children ages 3 months to 13 years. Effortful control showed a large difference favoring girls and the dimensions within that factor (e.g., inhibitory control: d = -0.41,…

In recent years, several papers have considered phenomena putatively relevant to rule-governed behavior (RGB). The author has condensed a few of his concerns about the practice of drawing casual connections between noncompliance, failure to complete assigned tasks, etc., and basic research on RGB. Some of the most important papers involving…

Two improvement strategies designed to modify children's impulsive tempos were developed and transformed into task exercises. Results indicated that enriching redundancy and enlarging variations in cognitive processes enable the impulsive child to assimilate information and therefore deal more effectively with reality. (Author/PC)

Two strategies for managing disruptive elementary students are described: (1) mini courts (which apply simplified judge and jury courtroom procedures in the classroom); (2) good behavior report sessions (a self-report strategy). For adolescents, two additional strategies are described: (1) goal attainment scaling; and (2) mission impossible teams…

Compared to regular education students (N=80), students (N=57) in public school special education programs perceived themselves as having less control at school and reported lower levels of happiness. Special education students (N=51) in laboratory program emphasizing perceived control had higher perceptions of control at school and more positive…