Summarizes conference proceedings, including: (1) background information; (2) a survey of child care training programs; (3) six speeches relating program design, student selection, professional issues, evaluation, and child advocacy to the structure and delivery of child care training; and (4) key conference findings and implications for the…

Examines the IQs of 75 preschool children perceived to be "at risk" by parents, teachers, and diagnostic nursery staff. Full Scale, Verbal and Performance IQs were correlated with: (a) assessment of problem area (b) socioeconomic and familial variables (c) gross assessments of speech and motor development and (d) improvement in a special preschool…

Social interactions between preschool behaviorally handicapped children were measured under three experimental conditions during free-play: (a) active teacher involvement; (b) no teacher involvement; and (c) teacher structured free-play. The results are discussed in terms of their implications for ameliorating social interaction deficits among…

The author believes that instead of using psychotherapy for children, manipulating a child's environment is a more effective way to deal with psychopathology. Using this approach, the author did a two-year follow-up study of effects on children referred to a community mental health clinic. The follow-up indicates that 86 percent had sustained…

The influence of parents on the origin and perpetuation of the developmental disorders of childhood has once again become a matter of controversy with important implications for social work education and practice. Reviewed here is recent research on two disorders--infantile autism and learning disabilities. (Author)

The author contends that research in the social sciences has witnessed a depersonalization of blame for individual misbehavior, and examines the process by which the blame for school discipline problems has been transferred from individual students to external factors. Recommendations are made for future research approaches. (Author/JAC)

This article examines the relationship between track placement, peer involvements, and youth misconduct and deviance. Some of the findings presented indicate that certain peer attachments serve to further heighten the significant impact of track placement on a range of negative student behaviors. (Author/EB)

In reviewing research, the author speculates on six reasons why girls misbehave less than boys, despite the fact that girls have more personal problems during adolescence. The author concludes that a combination of personal characteristics and external pressures inhibit misbehavior in girls. Over 50 bibliographical references are included.…

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. (Author)

Experimental procedures for modification of cognitive impulsivity in handicapped children (including required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement) are reviewed and their respective teaching implications identified. (BD)

Four normal preschool children and four with comprehensive academic and behavior problems were taught to judge the quality of their academic work in a classroom, and to prompt or cue their teachers to comment about the quality of that work. (Author)

Arthur Retlaw and Associates, Inc., Suite 2080, 1603 Orrington Avenue, Evanston, Illinois 60201. A prospective study was made of the early development of 42 children with sex chromosome aberrations. (Author)

Six clinical programs (N=55) and one controlled, experimental program (N=25) were carried out in which parents of hyperkinetic children (ages 3-18 years) were trained in ten-week workshops to alleviate behavior problems by means of behavior modification and child management practices. Journal availability: C.V. Mosby Company, 11830 Westline…

A comprehensive assessment made over a six-year period of 97 children reported their adjustment and attitudes to both junior and secondary school, language skills, school achievements, and aspects of personality. (MP)