This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

Looks at schools that serve children whose problems in learning and behavior mark them as marginal students. Identifies "cultural imperatives" by observing curriculum domains emphasized in "special" and largely separate school programs. Notes that increasing numbers of special programs have become highly disjointed and inefficient in schools and…

Theoretical review provides psychologists with stronger etiological explanations for problematic behaviors they encounter in schools. Considers theory of gene-environment correlation to explain how behavior patterns can become more stable over life span and diathesis-stress theory to clarify how environment interacts with behavioral dispositions…

This document begins by providing a brief historical overview of past attempts at classification, assessment, and treatment of students with school refusal behaviors. Limitations of traditional classification strategies are explored. Recent accomplishments with this population are then discussed, including the development of the School Refusal…

This report defines school refusal behavior as the refusal to attend school or difficulties going to school or remaining in school for the entire day, and sees school refusal as a significant problem that may occur in 8% of all school-aged children. It discusses difficulties of previous classification and assessment strategies for students who…

Discipline in the urban middle school is a rehabilitative process requiring accurate adult perception of the kinds of behavior problems which interfere with student achievement. (Author)

A conceptual framework is presented as a guide to defining starting points for primary prevention of behavioral and emotional disorders. Selected approaches reflecting these concepts are reviewed, and implementation considerations within the school setting are discussed. (SLD)

This book is organized around several themes, namely: the changing context for the professional practice of school psychology; classroom- and school-based prevention and intervention programs; and professional training issues specific to intervention-oriented school psychology. The first three chapters address numerous reform and restructuring…

The approach to problem behaviors in the school described in this book is called "ecosystemic" because problem behavior is viewed as a part of, not separate from, the social setting within which it occurs. The book is divided into three parts. The three chapters in Part One describe the ecosystemic framework used to explain problem behavior.…

School archival records and interviews with school personnel were used to obtain measures of the school-related problems of four groups of eight students: those receiving both foster care and special education for emotional/behavioral disorders (FCED), foster care only, special education only, or neither. The FCED group exhibited the most…

This document presents a report on the proceedings of a conference called to examine the problem of bullying of pupils in the age group 6-16 years old in schools in Europe, with the hope that the presentations and discussions would stimulate further awareness and interest and lead to the initiation of further research into the subject within…

Provides support for the relationship between academic performance and delinquency. Reviews experimental research describing the learning-disabled male adolescent as a likely candidate for delinquent involvement, discussing learning disabilities, age, gender, and socioeconomic status, and their relationship to delinquency. Suggests implications…

Introduces conceptual framework for developing positive, nonaversive, behavioral support plans for students with severe disabilities. Notes that framework is comprised of multiple components (alternative skill training, antecedent interventions, lifestyle planning) and offers comprehensive, proactive approach to reduction and prevention of…

The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 mandated a shift from reactive strategies toward proactive interventions with students who experience both disability and behavioral challenges. The author describes how the methodology of Life Space Crisis Intervention can provide a source of data for functional assessment…

Since self-concept is an excellent predictor of academic success, the author argues that improvement of student self-image should be a primary goal of educators. He maintains that the successful student has a relatively high opinion of himself, while the underachiever who evinces various behavior problems suffers from a low self-opinion. The…