Twenty-two educable mentally retarded (EMR) and 41 mentally typical students, 7 to 13 years of age, in an inner city school setting, were observed for six 5-minute period sessions on a 12 category schedule and were given a sociometric test to determine whether specific classroom behaviors of EMR children are related to social rejection and whether…

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children. (Author)

Conducted a group experience for fourth and fifth grade children (N=17) whose parents had been divorced 2 months to 2 years previously and who were recommended by teachers or parents for divorce adjustment concerns. Results showed parents rated children less distractible and as having fewer problem behaviors; teachers ratings did not change with…

This study examined the academic outcomes associated with behavioral subtypes and their stability in learning disabled children. Children with attention problems and problem behavior in the first and second grades showed poorer achievement in later grades, compared with those who did not present atypical behavior. (Author/JAZ)

When educators face the stress and strain in the classroom brought on by disruptive and difficult students, solutions are not always readily available. In this book, a model for identifying, managing, avoiding, and rising above conflicted relationships is presented. This how-to guide blends theory and research with tangible examples gathered from…

This report profiles two Milwaukee, Wisconsin, public schools that are providing students with safe and orderly classrooms while using suspension only as a last resort. It places the successful schools' experiences in the context of research that defines effective school discipline practices and explains how suspensions can harm students.…

This issue of the quarterly publication focuses on Fostering Success in School and Beyond for Students with Emotional/Behavioral Disorders. Editorial introduction notes that today's K-12 educators must effectively work with increasingly diverse populations in their classrooms, including educating students identified as having emotional/behavioral…

A model of in-service teacher training was designed to facilitate staff receptivity, and to help redirect teachers away from a problem view of students' behaviors and towards a solution-focused perspective. The model helps orient teachers to an ecological view of students' problem behaviors. The solution-focused perspective means teachers approach…

Group counseling offers a content-plus-process approach to counseling of youth. Counselors in schools or mental health settings can use this book to learn how to create meaningful group experiences for adolescents. The group agendas are aimed at middle school youth and offer them the opportunity to experience positive growth and change in the…

This action research project examined the effectiveness of an intervention to improve social skills in order to improve student behavior, reduce off-task behavior, and reduce loss of instructional time. The targeted population was a sixth grade class with 25 students in an elementary school in a rural setting. The problem of student behavior,…

Explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented. (Author)

Analyzed approaches to classroom misbehavior by classroom teachers, and graduate students completing their training in school psychology, using the induction-sensitization model of socialization. Significant differences were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant…

Kindergarten teachers were more likely to discipline when boys were verbally disruptive, but disciplined girls for disruptive aggressive behaviors. Teachers were physical when responding to boys' disruptions and used verbal and nonverbal behaviors when responding to girls' disruptive behaviors. Girls' questions received longer teacher responses.…

In this article, children's behavior problems in school are described as reflecting dysfunctional family relationships. Actions that school personnel might take to help the child and his family are discussed. (Author/MC)

This paper discusses how students engage in misbehavior for meaningful, needs-meeting reasons. Methods for helping children to learn more satisfying and appropriate ways of meeting their needs are explained. The Pennsylvania State University Social-Emotional Climate Index is presented as a tool for assessing the classroom climate. (Author/BE)