Compared the effects of cognitive-behavioral treatment, behavioral treatment or an attention-control condition on 27 non-self-controlled children. The cognitive-behavioral intervention improved teachers' ratings of self-control and children's self-reported self-concept. Off-task verbal and physical behaviors suggested treatment efficacy.…

Practical techniques for the teacher to help the child deal with behavior problems and learn to establish self-control include: (1) positive reinforcement; (2) ignoring unpleasant behavior; and (3) setting realistic short-term goals. Methods for helping the student to develop better work habits and for squelching disruptive behavior are described.…

The Student Participation and Counselling Effort (SPACE), a peer interaction approach to classroom behavior crises, was successfully used in a small rural school to help adolescent students manage their own behavior. (CL)

Findings support the effectiveness of an integration of cognitive and behavioral procedures for developing self-control in children and suggest the relative superiority of the conceptual approach to cognitive-behavioral treatment. (Author)

The study investigated the effectiveness of self-ratings vs a teacher- administered point system in reducing the disruptive behavior of five elementary level students. (SBH)

This article describes use of the Awareness Enhancement Device with a typically developing 6-year-old child to reduce finger sucking despite the child's lack of motivation. This device delivers a tone contingent on occurrence of the target behavior. Substantial reductions in finger sucking resulted only with the addition of a more intense tone (90…

A technique is presented for teaching deaf students self-discipline along with useful idiomatic expressions. Idioms selected for study (such as "top dog,""in the doghouse,""sitting pretty," and "in hot water") are related to school rules, depicted on a bulletin board, and used to track classroom behavior.…

A study involving two children, ages two to three found that experimenter-selection of rewards was a more effective procedure for modifying behavior than was self-selection, though a study of four first graders indicated no significant differences between self-selection and experimenter-selection of rewards. (Author/JDD)

Offers strategies for teaching students in all grades self-regulation skills for the purposes of behavior change. Discusses the importance of facilitating generalization, components of self-regulation, steps of self-regulation, selecting a target behavior, graphing and record keeping, and benefits and potential of teaching self-regulation skills.…

Studied social interaction among a sample of children at risk for the development of later and more severe behavioral-control difficulties. Observed 121 children in pairs. Found that children in the high-risk group displayed significantly and consistently more aggressive behavior than did the children in the low-risk group. (JS)

Evaluated three alternative theories of the continuity of delinquent behavior throughout childhood and into adolescence with a series of nested structural equation models. Longitudinal analyses of 840 middle adolescents revealed that childhood behavior problems directly and indirectly related to adolescent delinquency among boys and had unmediated…

This study used data from the National Institute of Child Health and Human Development Study of Early Child Care to examine relations between parenting, self-control, and externalizing behavior among 1st graders. Of special concern was the relation between opportunities for productive activity and behavior problems and whether the relation was…

The unique relations of effortful control and impulsivity to resiliency and adjustment were examined when children were 4.5 to 8 years old, and 2 years later. Parents and teachers reported on all constructs and children's attentional persistence was observed. In concurrent structural equation models, effortful control and impulsivity uniquely and…

The present study examined the roles of student perceptions of four aspects of school climate (friction, cohesion, competition among students, and satisfaction with classes) as moderators of the relations between effortful control and subsequent conduct problems and depressive symptoms. Participants were 488 10-to-14-year old students involved in…