Two responses are presented to a paper on treatment of self-injurious behavior by J. Mulick and J. Kedesdy. The responses discuss whether conflicts exist between normalizing care practices and behavior analytic methods, and describe social role valorization as a theoretical system with extensive empirical support, grounded in social and behavioral…

In effort to reduce disruptive classroom behavior, five students attending school for behavior-disordered youth were shown videotapes depicting themselves or peer appropriately engaged in classroom activities. Effects were idiosyncratic across students, the most significant effects occurring for the self-observation procedure. (Author)

The position paper of the Executive Committee of the Council for Children with Behavioral Disorders endorses the use of flexible unified discipline policies. The paper defines discipline, offers a philosophy of school discipline, and identifies preferred practices in the areas of expectations and responses to violation of expectations. (DB)

This literature review evaluates studies of self-management procedures (including self-evaluation, self-instruction, self-monitoring, and self-reinforcement) used with behaviorally disordered students in school settings. The analysis found general support for the techniques, but many procedural concerns need to be addressed in future research.…

Students (N=738) from grades one-five who exhibited behavior problems were assessed for behavioral disturbance using the Teacher's Report Form of the Child Behavior Checklist. Data were analyzed to assess the form's internal consistency, accuracy in discriminating disturbed and nondisturbed students, and validity in terms of grade repetition and…

Adolescent psychiatric inpatients (48 with a history of sexual abuse and 48 without) were studied to probe the relationship between sexual abuse and substance abuse. Abuse group subjects indicated more regular and frequent use of addictive substances. (Author/PB)

A survey of 55 Louisiana members of the American Association on Mental Retardation (AAMR) indicated disagreement with an AAMR position statement condemning inhumane forms of aversive therapy. AAMR is urged to reconsider its position concerning the scope of aversive therapy, need for further research, and use of aversive therapy with some…

This article describes a four-step process designed to help educators in inclusive schools more effectively educate those students with emotional/behavioral disorders for whom education in general education classrooms has been deemed appropriate. School-wide structures and best practices are highlighted and a call for evaluating inclusive models…

Assessed relative validity of reports of parents, teachers, and children, and combinations of these informants, using measures of concurrent impairment associated with disruptive behavior disorders as criterion variables in 177 boys. For oppositional defiant disorder and conduct disorder, reports from teachers, alone and in combination with…

A survey of 133 Illinois direct service providers across various agencies indicated that providers are committed to serving youth with emotional/behavioral disorders locally, but perceived a lack of effort to eliminate ineffective programs and identified procedural barriers to providing comprehensive community-based services. A wide variety of…

Knowledge/skills statements were rated by 102 teachers of students with emotional/behavioral disorders as to importance, proficiency, and frequency of use. Means for all responses to the 201 knowledge/skills statements and weighted means for the 11 statement categories are reported, highlighting items similar to those published by the Council for…

This article addresses the need for communities to develop integrated service systems for troubled children and youth. The varieties of educational services presently offered are reviewed and found to be inadequate. An integrated service system is proposed, comprised of personal services, services for caregivers and families, educational and…

Teachers working with disturbed children must reframe their concept of the classroom to include affirmation and validation of the children's real-life experiences. Since wounded students who externalize their pain often project it onto those closest to them, teachers should be prepared to engage rather than withdraw. (JPS)

"School phobia" has generally referred to children and adolescents avoidant of school due to overwhelming fearfulness. This paper outlines the historical development of school phobia, including its transition from syndrome to symptom. Given the questionable validity of the construct, recommendations are made regarding future classification,…

Suicide is analyzed as a motivation to escape from adversive self-awareness. The causal chain is traced from initial failures that are attributed internally because of a cognitively deconstructed state. (SLD)