This article presents an infusion model for integrating social and behavioral skills into the general curriculum for students with disabilities and presents the "Violence Is Preventable" project (Washington State) as an example. Discussion includes available curricula on school survival and social skills, the instructional model, and…

Seventeen gifted underachieving students (ages 8-13) were guided through a creative productivity study based on the Enrichment Triad Model. Although a variety of factors contributed to their underachievement, positive gains were made by 82% of the students and most were no longer underachieving in their school setting at the end of the…

Offers 10 principles of classroom discipline that can serve as general guidelines for teachers. These are: focusing, direct instruction, monitoring, modeling, cuing, environmental control, low-profile intervention, assertive discipline, I-message, and positive reinforcement. (IW)

This monograph provides an overview of intervention and programming strategies for students with emotional/behavioral disorders (E/BD) based on the behavioral approach. It reviews the progress of the behavioral perspective in education from its earliest beginnings to the present and describes its major characteristics, chief proponents,…

Discussion of the increasing emphasis of school discipline and zero tolerance procedures and policies suggests there is little evidence that they have resulted in increased school safety or improved student behavior. A preventive, early response disciplinary model is suggested to increase the range of effective options for addressing violence and…

The author describes strategies and models (individualized instruction, diagnostic and prescriptive teaching, and behavior modification) which she suggests could result in improved special education services for exceptional children, especially Black and poor students. (CL)

Much of the school reform and restructuring literature has focused on the need to improve or totally restructure teaching practice in order to create schools that effectively prepare children for the future. Recent literature on learning in the workplace and teacher learning and change provide some insight into the reasons why many teacher change…

This guide offers practical guidance for parents and practitioners working directly with children who have autism or Asperger's Syndrome. Chapter 1 distinguishes between the two conditions, offers a practical definition of autism, and stresses the importance of individual differences. Chapter 2 is on identifying special needs in autism and notes…

This final report describes activities and accomplishments of a project that provided an intensive 1-year training program for teachers working with students with emotional or behavior disorders. Forty-seven teachers (27 from under-represented populations) from the Nashville (Tennessee) Public School System were recruited and trained. All…

This case study examined the effects of the "Formation Of Concept between you and me which is US" (FOCUS) model on teacher perception and efficacy and its application in the classroom. The FOCUS model, based on the theory of Interactive Perceptual Psychology (IPP), uses concepts to assist in altering teacher perception of the student as a total…

This report identifies provisions of the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 that relate to 10 recommendations proposed by a 1996 conference of the National Association of State Directors of Special Education on the Individualized Education Program (IEP). The conference used an accountability model that views…

This paper offers a collaborative service delivery model and suggestions for language intervention strategies, goals, and assessment for students with behavioral disorders, to be implemented by teachers and speech-language pathologists. The intervention strategies can be integrated with academic and behavioral objectives. (DB)