Four emotionally disturbed preschoolers engaged in a higher frequency of disruptive behavior in a regular classroom than in a special class, and teachers in the two settings responded differently to the disruptive behavior. (CL)

Six papers consider various aspects of the education and treatment of emotionally disturbed children. B.S. Parsonson examines the rationale and efficacy of the application of learning theory principles to the modification of deviant behavior. The need for family therapy is discussed by J.E. Ritchie, who focuses upon the environmental causes and…

Implementation of a token economy system with a time-out backup consequence in a highly structured self-contained elementary classroom for children with emotional and behavior disorders demonstrated a strong functional relationship between the intervention system and improvement in the students' behavior. (Author/DB)

Thirty-six conduct problem first graders were randomly assigned to either a special class of eight children or regular classes. (Author)

Presented is the final report of a 3-year Title III program which provided approximately 50 emotionally disturbed children (6- to 14-years-old) with special classes (10 pupils per class) utilizing behavior modification techniques and precision teaching. Explained are the project purpose of providing an instructional setting for children totally…

Described is the 3R (reality, reeducation, and responsibility) program to remediate inappropriate behaviors and academic deficiencies in socially and emotionally maladjusted elementary aged children. The major goal of the project is seen to be the successful return of the student to usual school routines and the regular classroom. Specific…

Individual and group contingencies in controlling undesirable behaviors in 26 educable mentally handicapped children (median age 9 years) in two special classrooms were compared. (Atuhor)

This practicum attempted to modify the antisocial behavior of 25 early adolescent children classified as having emotional disturbances by a training program to facilitate the development of affective skills in their mothers. The 8-month training program involved discussion groups, social activities, and individual and/or small group meetings with…

Empirical behavior principles were applied to the development of remedial teaching procedures and materials for retarded and emotionally disturbed students ages 5-8. Students were referred by schools as severe behavior problems or extreme learning disability cases; intelligence ranged from retarded to normal. Research, conducted in two laboratory…

Compared was the effectiveness of punishment and positive reinforcement on the nonattending behaviors and academic achievement of 18 elementary grade children in two special classes for children with social or adjustment problems. During the positive reinforcement condition each student earned a slash mark whenever he was observed attending to…

This report discusses the outcomes of a study that investigated whether a self-contained (SC) or pull-out (PO) intervention model was the most effective and most supportive of children's behavioral gains over the course of the entire 1996/1997 year. Data were collected by reviewing the clinical records of children (ages 6-14) who participated in…

This study used two reading programs with three students in a self-contained class for children with emotional and/or behavior disorders. Results indicated that when instruction sets students up to succeed on a daily basis and monitor their own progress, positive academic and social outcomes are likely. Single subject research results and…