The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral…

Purpose: This paper seeks to explore the theoretical bases for teacher-delivered and peer-delivered sexual health promotion and education. Design/methodology/approach: The first section briefly outlines the main theories informing sexual health interventions for young people, and the second discusses their implications for modes of delivery.…

This paper outlines the findings of an exploratory study conducted in a small rural community in South Australia in 2006. Human service providers, experienced in working with victims and/or perpetrators of domestic violence, were asked about their experiences and perceptions of perpetrator programs in small rural communities. Specifically,…

The third in a series of reports from P/PV's three-year study of the role Boys & Girls Clubs play in the lives of the youth they serve, "Making Every Day Count" examines how Club participation is related to youth's positive and healthy development in three outcome areas identified by Boys & Girls Clubs of America as central to its mission: good…

Name-calling and bullying are pervasive in American schools. This project, No Name- Calling Week, is an annual week of educational activities aimed at ending name-calling of all kinds and providing schools with the tools and inspiration to launch an on-going dialogue about ways to eliminate bullying in their communities and ensure safe and…

The Physical Response Education System (PRES) project began in pilot studies of the effectiveness of acupressure in addressing the physical and emotional problems of disabled students. In the pilot study (1979-80), 12 students received 6 weekly sessions from a professional acupressurist, and in the intern study (1980-81) 15 students received 8…

This module is designed to provide teachers, teacher trainers, and administrators with an introduction to consultation as a service to support students with disabilities and/or challenging behaviors in their home schools. The module provides a rationale for the use of consultation as a part of school programs, a review of research on its current…

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)

The program was developed to minimize classroom disruptions which often occur when a behavior problem student (9 to 13 years old) from a special education homeroom is placed in the mainstream. The program also was designed to encourage on task performance and work completion both in the homeroom and mainstream settings through reinforcement for…

Two autistic children were treated for specific fears. Children were exposed gradually to fearful situations, with mothers serving as therapists and reinforcers. Five-month and one-year follow-up assessments with one child showed maintenance of treatment effects. (Author/DB)

This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief…

Presented are some practical, ethical, and legal challenges to the token economy system in a critical look at behavior modification in classrooms. (Editor)

The study reduced the disruptive behaviors of students in 2 elementary physical education classes, including an alternative education class containing 14 fourth and fifth grade boys with severe behavior problems. A modified time-out procedure was used to reduce frequency of disruptive behaviors by 95 percent. (Author/DB)

Three types of investigations are considered: systematic case studies, single-subject experiments, and group outcome studies. It is concluded that stimulant medication is more effective than behavior therapy in improving classroom and social behaviors, as well as attentional processes in hyperactive children. (SBH)

The article describes a multifaceted intervention program based on social cognitive theory which was used with six boys, ages six to eight, with antisocial, aggressive tendencies. The intervention addressed cognitive/affective variables, behavioral factors, and environmental conditions. Evaluation indicated the program was effective, and it has…