Available from: Psychonomic Society, 1108 W. 34th Street, Austin, Texas 78705. Studied with 10 learning disabled children (5-9 years old) was the development of self-management skills without direct teacher supervision through the use of operant reinforcement procedures. (IM)

A 16-year-old male, who presented an 11-year history of severe temper outbursts, was apparently successfully treated by a self-control treatment program. The treatment procedure is described in detail. (Author)

In teaching values and human behavior, a program in Lakewood, Ohio, is directing students away from those aggressive acts that can destroy property and lives. (Editor)

Describes a training module that helps teachers and others working with children to address challenging behaviors. Discusses ways to assess problem behaviors, elements that influence behavior, and components of functional assessment. Offers questions that can help decode behavior. (RJM)

Identifies four treatment techniques that may be applied when problem behavior is maintained by negative reinforcement: (1) functional communication training; (2) behavioral momentum; (3) differential reinforcement or an alternative escape behavior; and (4) errorless learning. Each of the techniques is defined, and applications and guidelines for…

This study examined the effects of three reinforcement histories on the persistence of task engagement by two students (ages 9-10) who were off task during independent seat work. Results found the reinforcement history that contained an instructional control component produced the greatest persistence in student engagement. (Author/CR)

Describes a series of experiments designed to identify why the classroom use of timeouts sometimes failed. Results indicate that both treatment integrity and the function of student behavior problems were related to treatment success and failure. Discusses implications for the function of student behavior problems, treatment selection, and other…

Reviews research on biting among children in child care settings. Reports a study examining procedures established to handle biting by child care facilities in a southeastern state, which found that 60% of respondents (n=326) handled biting incidents, but only one third reported a policy on biting. Fewer than 3% understood the developmental nature…

Examined variables influencing teacher referrals regarding children suspected of having developmental or behavioral problems. Results indicate that younger children were not referred at a disproportionate rate, as compared to their older classmates. African American children were referred at a disproportionate rate for developmental handicap…

"Countering society's negative messages requires a planned, comprehensive approach that involves students, support staff" and the community, says Linda McKay, director of the Personal Responsibility Education Process (PREP) for St. Louis, Missouri, schools. Area schools have selected 49 different values as a focus for character…

The Reiss Screen for Maladaptive Behavior was factor analyzed in 2 institutional samples and 1 community sample of persons with mental retardation (total n=353). Factor analysis revealed no strong justification for the instrument's seven scales. An alternative three-factor solution, comprising intrapersonal maladaptive behavior, psychotic…

Assessed conceptions of teachers' authority as it pertains to misconduct. Subjects were 10- through 17-year olds. Found that adolescents viewed moral, conventional, and prudential issues as legitimately subject to teachers' authority, and personal issues as under personal jurisdiction; they were equivocal about contextually conventional issues.…

Interviews were conducted with 17 families having a member with mental retardation and problem behavior, to investigate the families' definition of problem behavior, challenges the family faces, and successful approaches to changing the behavior. The needs of families were identified, such as the need for more information on the problem behavior.…

Differences between girls who left home early and at a normative age were examined across several domains of behavior and family relationship constructs. Found that those who leave home early, compared to those leaving later, were more likely to have evidenced childhood problem behaviors and discordant family relations in childhood and adjustment…

This article describes a model to assist teachers in solving academic or behavioral problems of students with learning disabilities. The model uses the word PINPOINT as a mnemonic technique to address Problem identification, Importance rating, Noting the behaviors to develop, Possible solutions, Optimal options for the student, Ideal interventions…