Socially withdrawn preschoolers can be encouraged to interact with peers by appointing them as classroom managers. Such an approach can be used within the existing classroom structure and requires no major changes in teacher or student practices. (CL)

The article presents a four-step intervention model to both improve the social skills of socially isolated (often handicapped) children as well as improve peer attitudes. Use of the model with 6 autistic-like preschool children and 10 normal peers resulted in autistic Ss achieving positive interacton within the normal range. (DB)

The role of speech in child development is examined, reasons for lack of speech in school are suggested (including anxiety, shock, overprotection, abuse, or anger), and four recommendations for teacher action are offered (including having empathy and encouraging other means of communication). (CL)

An art-teacher therapist discusses six principles she uses in working with disturbed children (such as consistency of management and clearly defined expectations and limits), and cites two examples of how an art project can help children develop trust and lessen their withdrawal. (CL)

The two articles explore the characteristics of the withdrawn and the aggressive child and suggest management techniques for classroom teachers. (PHR)

The author reviews ways in which teachers reorganize to deal with stress, noting that such behaviors as rigidity, aggression, negativism, and withdrawal work toward disorganization and dissolution of the self. (CL)