The utility of a crisis intervention approach for helping preadolescents build competency in behavior control is demonstrated. The following dimensions are highlighted: immediacy of intervention, trust relationship, structural interventions, facilitating versus controlling, problem solving orientation, and mobilization of group membership…

Attempts to relate current research in reading and psychology to real problems encountered by classroom teachers. Stresses the need for motivation and proposes methods of achieving it. (RW)

The experience of 80 high school professionals with adolescent suicidality was surveyed to document attitudes and information and to describe the perceived needs of the staff in dealing more effectively with this problem. (Author/PN)

The issue of defining learning disability is considered. Important recent trends in research are reviewed with regard to: intellectual skills, academic retardation, neurological and behavioral dysfunction, and cognitive and interactive processes. Current intervention methods are also briefly described. Available from: Journal of Pediatrics, C.V.…

A within-subject reversal design was employed in a sheltered workshop to assess the effects of differential reinforcement of other behavior (DRO) in reducing inappropriate verbalizations by a severely retarded adult with Down's syndrome. (Author/CL)

This study, an approach to controlling "acting out" behavior of handicapped children in elementary schools, discusses sensory extinction as an approach to reducing the disruptive classroom behavior of a nine-year-old severely retarded boy through behavioral consultation. (Author/PN)

Investigated the performance of learning-disabled (LD) and behavior-disorder (BD) children and youth (N=135) on the Wechsler Intelligence Scale for Children-Revised. Results suggested that discriminant function analysis can be useful as one criterion in differentiating LD children from BD children. Implications are discussed. (WAS)

Studied the relationship between Wechsler Intelligence Scale for Children (Revised) scores obtained through three testing conditions (praise, neutral feedback, and token reinforcement) and previous records of academic achievement for conduct-disordered adolescent girls (N=51). Results showed that regardless of testing conditions, the subtests were…

The hypothesis that behaviorally disordered students would perform worse under standard, timed testing conditions than under relaxed time limit conditions was studied with 40 adolescents hospitalized for a variety of behavioral conditions. Performance increased under untimed conditions only in the area of reading comprehension. (Author/SEW)