Many school personnel are becoming increasingly frustrated with the impact of student behavior on their schools. More than ever, the public perception is that student behavior is out of control. Although isolated instances of violence (e.g., school shootings) contribute to this perception, people are most concerned with the lack of discipline and…

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9. The authors employed analysis of variance and structural equation modeling to determine the…

Background: Mental health problems comprise an international public health issue affecting up to 20% of children and show considerable stability. We aimed to identify child, parenting, and family predictors from infancy in the development of externalising and internalising behaviour problems by age 3 years. Methods: "Design"…

This paper discusses alternative schools that serve students with special needs. The evolution of alternative education is outlined and several kinds of alternatives are discussed: schools for the gifted, the vocationally-oriented, and the disruptive, and multiethnic and basic skills programs. Alternative schools for problem students appear to be…

The behavior of young and adolescent male children from homes without fathers was compared to comparable groups of children from intact homes. Teachers reported no difference in academic and extracurricular participation and performance. It was concluded that, in general, the behavior of children with and without fathers is not appreciably…

Intended for classroom teachers, the document addresses the issue of evaluating psychological problems in school children and focuses on strategies for handling deviant classroom behavior. Discussed are four approaches: permitting behavior, tolerating behavior, intervening with behavior, and preventing behavior. (SBH)

The purpose of this paper was to examine the following question: What is the relationship between parental interest and control over their adolescent children, and juvenile delinquency? Two hypotheses were tested: (1) fewer adolescents who report greater parental control will report engaging in delinquent behavior than adolescents who report less…

Statistical analyses of the Behavior Manageability and Behavioral Contagion Scales completed by 44 regular education teachers and 44 teachers of the learning disabled found that no significant group differences existed, that withdrawn behavior was most difficult to manage, and that acting-out behaviors were most disruptive to other students.…

A survey of 198 British elementary teachers revealed that 51 percent believe they were spending too much time on behavior problems. Three-quarters of the teachers identifed boys as their most troublesome students. Asked to identify the most troublesome classroom behaviors, the teachers selected "talking out of turn" and "hindering…

Presents a personal anecdote illustrating how a teacher learned to control an attention-seeking student who was disruptive in the classroom. (MD)

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)

The therapeutic educational guidance center at Hoxton is described through use of case studies. (Author/RK)

The objective of disciplinary counseling is to achieve a balance of interests of both the individual and the group- Parallel to this purpose is the emphasis on personal growth toward acceptance of citizenship responsibilities. A model code for student discipline is presented. (Author/CJ)

Findings suggest that conditioning a student's attending behavior to a given task seems to affect general adjustment behavior positively and thus decreases disciplinary problems in school. However, it does not seem to have an influence on performance. (Author)

Teachers used a combination social, object, and token reward system to reduce hitting by 82 percent, spraying noises by 94 percent, name calling by 91 percent, and calling out by 99 percent. There was no evidence of symptom substitution"; positive effects on class work and achievement were noted. (Author)