Mothers' and fathers' subjective distress and self-restraint when their sons were preadolescents were related to 14 measures of sons' outcomes 4 years later. Subjects were 82 adolescent boys. Sons of fathers prone to low self-restraint were uniformly found to have subsequent difficulties across domains, including poor academic achievement, poor…

This article discusses the theoretical rationale for visually cued instruction and provides examples of pictographic and written language cues used to enhance the organizational skills, general skill development, academic learning, communication, socialization, and self-control of children with autism and pervasive developmental disorders. (DB)

Presents strategies to help students resist peer pressure. The peer pressure reversal technique involves checking out the scene, making good decisions about their actions, and acting to avoid trouble. A reproducible student page provides several suggestions of wording for students to use in saying no to their friends. (SM)

This paper reviews the use of self-management procedures such as self-monitoring, self-administering consequences, and self-instructing with students having developmental disabilities. The paper explores definitions of self-management, various self-management procedures, effectiveness in changing behavior, and effectiveness in maintenance and…

This analysis of the effects of self-management training on the acquisition, maintenance, and generalization of skills of persons with mental retardation found self-management training to be useful in promoting the maintenance of behavior change first effected by external control procedures. Training effectiveness may depend upon the cognitive and…

The first of two studies with two adolescent students with serious emotional disturbances examined the interaction between unequal rates of reinforcement and equal versus unequal delays to reinforcer access on performance of math problems. The second study examined the interactive effects of reinforcer rate, quality, and delay. (Author/DB)

This article outlines the basic steps in designing and implementing a self-monitoring program and gives examples of such programs being implemented in classroom and clinical settings. Examples of program use in increasing on-task behavior, increasing responsivity to questions, improving articulation, and increasing accuracy on subtraction problems…

This study of two preschoolers having difficulty with on-task behavior during independent tasks found that the children could respond to self-monitoring training and that on-task behavior increased when they used the strategy. (Author/DB)

Describes Interplay, a program to help problem kids develop the confidence they need to become active learners. The idea is to create a sense of cohesive group identity, using activities that help children respect each other, support each other's learning attempts, and accept each other's mistakes as necessary steps in learning. (MLH)

Analyzes the results of administering the Chronic Self-Destructiveness Scale to 80 non-delinquent male high-school students and 101 delinquent males. Findings indicate that self destructiveness in both groups is related to alcohol use and other related risky behaviors. Suggests juvenile-delinquency intervention strategies. (MKA)

Describes how a 16-year-old African-American male, Tyrone, excelled in a mental-health day-treatment facility in which he was enrolled. Tyrone used the skills taught within the replacement-skills curriculum at the facility to compose a rap song that reminded him and his classmates how to react when faced with a difficult situation. (MKA)

Investigates differences between adolescent females diagnosed with either anorexia nervosa (n=26) or bulimia nervosa (n=30) using the Millon Adolescent Personality Inventory. About half of the participants displayed an inhibited personality style. Anorexics scored higher on the Respectful personality scale. Expressed concerns over self-concept,…

Uses Zimmerman's model of academic self-regulation to identify six dimensions of behavior that influence learning: motivation, methods of learning, time use, control of one's physical and social environment, and performance. Discusses each self-regulatory dimension in terms of research supporting its effect on academic performance and…

Students who do not respond to well-managed schoolwide discipline programs are less likely to learn than attentive, academically engaged students; they also deprive classmates of learning opportunities. This article describes evolution of the ABC Event Frame, an approach that addresses the academic and social needs of chronically disruptive…

Ponders the very different lives of two successful businessmen who were considered school failures at age 14. Attributes their success in life to their ability to control impulsivity and substitute thoughtful planning for immediate gratification. As three experiments demonstrate, success depends on challenging oneself and exerting positive control…