There is at the present time a strong movement to include in the school curriculum more preparation for character education. The schools have long recognized their obligations in this respect, but more progress has not been made because they did not know how to bring it about. With the coming of trained psychologists, psychiatrists, and other…

Selected literature on the use of daily/weekly report cards with parent-managed contingencies to modify school learning and behavior problems is reviewed. The development, implementation, evaluation, and fading of such programs are discussed and were found to be effective in modifying numerous school-related problem behaviors. (Author/RL)

An ecological orientation emphasizing systemlike interdependencies among environment, organism, and behavior suggests several substantial additions to conventional role functions of behavioral school psychologists. Such functions involve taking an active part in evaluating and assessing second-order consequences of behavioral interventions.…

The characteristics of students identified as learning disabled are explored in relation to their social adjustment and acceptance. Two different approaches to remediation are discussed: direct remediation of the social skills and behaviors of the learning-disabled students and changing the attitudes of their nondisabled classmates. (Author/PB)

Describes the major phenomena that characterize obsessive compulsive disorders (OCD) in children and adolescents. Provides examples of behavioral manifestations of these disorders in the school setting. Discusses the school psychologist's role, with particular emphasis placed on a behavioral consultative approach for assessing and treating…

Evaluated anger-aggression management curriculum using cognitive-behavioral techniques for effects on urban, at-risk middle school students (n=22). Following 10-session curriculum which used video symbolic modeling, self-instruction, problem solving, and self-monitoring, significant differences between treatment and placebo-control groups were…

This article describes how treatments that assist students in developing essential personal and academic skills can be integrated with behavioristic methods to provide effective treatment in school-based programs for seriously emotionally disturbed students. An overview of the key theoretical concepts supporting an integrated treatment approach is…

Individuals (n=45) with mild, moderate, or no mental retardation were provided brief descriptions of medical, behavioral, and pharmacologic treatments requiring informed consent. Interviews with the subjects provided reliable determinations about capability, with high levels of interrater agreement. The likelihood of being determined capable to…

A functional analysis of the aggressive behaviors of a 14-year-old boy with moderate mental retardation found that aggression occurred during instruction on difficult tasks. Researchers taught both a high-efficiency/low-effort and a low-efficiency/high-effort response using communication devices. The high-effort response was used regularly, was…

Identifies six empirically and socially validated conversational behaviors that can serve as targets of interventions designed to increase social interaction among high school students with and without disabilities. Findings indicate that little social interaction occurs among these high school students in the absence of programming or support.…

This article highlights the necessary components of a functional behavioral assessment, a decision making framework concerning the selection of assessment and intervention procedures to be used at school, and a description of one practical functional behavioral assessment tool, the Initial Line of Inquiry, that has been employed by school-based…

The ability of several process variables to predict therapy outcome was tested with 30 depressed clients who received cognitive therapy with or without medication. Two types of process variables were studied. Client improvement was found to be predicted by two common factors measured: the therapeutic alliance and the client's emotional involvement…

This study tested the effect of reductions in children's anxiety over time on improvements in school performance and social functioning in the context of participation in a cognitive-behavioral intervention program. Participants included 40 children with high anxiety (6-13 years of age). Independent evaluators, children, and parents rated child…

This study used an ABAB design to investigate the effectiveness of social stories as an intervention with five school children who were experiencing difficulties at school lunchtime related to independently entering the dining hall. Measurements of general behaviour using the Conners Teacher Rating Scale-Revised (CTRS-R:L): Long Version and social…

This paper examines two illustrations of teacher-led function-based interventions to explore the extent to which teachers are able to design and implement function-based interventions with limited support from university personnel. Results of these A-B-A-B intervention designs suggest a functional relation between the introduction of the…