This article reviews the psychoeducational, behavioral, and ecological models underlying educational services to students with behavior disorders. Models are compared for their explanatory nature, implications for intervention, and how they address the scientific approach to behavior disorders. (DB)

Considers three treatment approaches when working with children of rage: psychodynamic, behavioral, and peer-group models. Discusses approaches in sequence, following chronology of author's own experiences in psychodynamic, behavioral, and peer-group programs. Illustrates how each approach presents unique pitfalls in practice. (NB)

This article focuses on current theories and practices in educating students with behavioral disorders, including the intrapsychic, psychoeducational, and structured/behavioral models. The history of the field is reviewed and a practical way of viewing behavior from a theoretical perspective is offered, with examples connecting theory and…

In this discussion of Fritz Redl's model of ego dysfunction in disturbed children, tasks the mature ego must accomplish are described, such as frustration tolerance, temptation resistance, realism about rules and routines, and exposure to competitive challenges. The model's educational applications involve assessment of discipline problems,…

The article describes factors relevant to the psychoeducational model of intervention with behavior disordered students, including values, biological predispositions, psychological development, and continuity of experience. The therapeutic potential of the teacher and the curriculum in helping students generate personal resources for coping is…

This booklet reviews the literature and considers applications of Public Law 99-457 (Education of the Handicapped Act Amendments--1986) in developing programs for young children with behavior disorders. The following topics are considered: provisions of the law (states are required to provide a free, appropriate public education to all eligible…