Eighteen handicapped and six nonhandicapped preschool children were observed during free play time. Children engaged in social behavior more often when playing with toys classified as social toys compared to isolate toys, and the incidence of social play was higher in integrated groups than in nonintegrated groups. (Author/JDD)

The Achieving-Behaving-Caring (ABC) Program is an evidence-based approach to addressing the needs of elementary students at risk for emotional and behavioral difficulties and promoting successful home-school collaboration. This practical guide demonstrates how classroom teachers and parents can work together to boost individual children's…

This guide introduces behavior management strategies within the broader context of a comprehensive early intervention program, the CO-TEACH Model. It describes practices that teach desirable alternatives to child misbehavior and that avoid opportunities for inappropriate behavior to occur. An introductory section on positive behavior management…

Suggests that many students are not aware of proper etiquette and proposes that business communication instructors offer a short bibliography and a few tips that can help students acquire more polish. (DF)

Resolution of serious behavior problems requires individual functional assessment of the events that predict and maintain the challenging behavior and identification of contextual factors that are relevant to effective behavioral support. Functional assessment can involve review of school records, interviews, rating scales, direct observation, and…

The value of teaching and modeling respect in the classroom is addressed for both general and special education. Six scenarios are covered, including modeling respect for another adult entering the classroom, modeling respect for a student's concerns, modeling respect in giving attention to a speaker, and others. (SW)

A code to systematically observe preschool settings in which handicapped children were placed was designed to determine the types of interaction and play behavior that occurs in these settings. The code records the following information: play area the child is in, how many children are in the same area, the play behavior the child is undertaking,…

Notes that, although literature on middle school teaching focuses on developmental stresses of young adolescents, it rarely offers specific ways to respond to student behaviors associated with these changes. Delineates the physical, cognitive, and social-emotional motivations behind typical early adolescent behaviors and then offers middle school…

Techniques for categorizing the social and cognitive aspects of children's play on an observational instrument are outlined in this article. Correlates between social cognitive aspects of play and other measures of educational attainment are mentioned. Implications for teacher educators are discussed. (Author/DF)

The effects of a simple timeout procedure on the eye gouging and head wagging behavior of a totally blind, seven-year-old child were studied. Parent and staff reports suggested that the reduction in manneristic behaviors was associated with the emergence of more acceptable and age appropriate social behavior. (SEW)

Girls' bullying is more subtle and less physical than that perpetrated by boys; however, it can be just as powerful, and the emotional repercussions of bullying among girls can be more destructive and longer lasting than the effects of more obvious forms of bullying. Teachers report that quarrels between girls are far more time-consuming and…

Few studies have comprehensively examined possible gender differences in the school functioning of children with attention deficit hyperactivity disorder (ADHD). This study investigated differences in academic, social, and emotional and behavioral functioning between 133 male and 42 female elementary school students who met research diagnostic…

A teacher's outlook toward academically capable but difficult students is presented that emphasizes how to handle them in heterogeneous classes. (LB)

Eleven learning-handicapped students (ages 8-13) worked in dyads during a microcomputer-based writing activity, and their behaviors were coded as initiations/responses, verbal/nonverbal. Overall, student interactions had a negative impact on story production. Students exhibited higher levels of assertive, demanding behavior than requests for peer…

This module (part of a series of 24 modules) is on teachers' use of systematic observation records of social behavior to aid in assessing students' special needs and in evaluating the effects of specific programs. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of…