School token economy systems are being employed with a variety of children in a variety of settings. Additional benefits accrue when home-school token systems are used. These benefits are discussed, as well as the steps necessary towards implementation of these systems. Two case studies are shared as practical examples. (Author)

A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children. (Author)

Observations of social interactions of elementary students in self-contained emotionally disturbed (ED) and learning disabilities (LD) classrooms revealed significantly more nonphysical aggression and noncompliance among ED than LD boys across settings, and significantly higher rates of physical and nonphysical aggression and immature behavior…

A review of research regarding the self-concept, locus of control, temperament, problem behavior, and social status of learning-disabled (LD) adolescents reveals a general lack of information, conflicting results, and methodological pitfalls inherent in the study of LD adolescent personality and behavioral development. (CB)

Investigated the influence of a child with sickle-cell anemia on parental affiliation, parent-child relationships, and parents' perception of their child's behavior. In the sickle-cell group, parents' interpersonal relationship suffered; parent-child relationship and child behavior correlated significantly; and single-parent families estimated…

Maintains that it is not normal for children of 5 years and older to have tantrums in the classroom. Suggests that the child's health, the parent-child relationship, parents' marriage, teacher-student relationship, the classroom situation and other sources of stress be examined as possible causes for tantrums. (BB)

A systematic examination of the desired outcome of discipline is important before developing a discipline structure. Discipline goals should be based on: (1) appropriate developmental expectation; (2) societal expectations of the individual; and (3) a mechanism for helping youngsters formulate goals for their own behavior management. (JDD)

Conducted a group experience for fourth and fifth grade children (N=17) whose parents had been divorced 2 months to 2 years previously and who were recommended by teachers or parents for divorce adjustment concerns. Results showed parents rated children less distractible and as having fewer problem behaviors; teachers ratings did not change with…

This study examined the academic outcomes associated with behavioral subtypes and their stability in learning disabled children. Children with attention problems and problem behavior in the first and second grades showed poorer achievement in later grades, compared with those who did not present atypical behavior. (Author/JAZ)

When a visually impaired 3-year-old with a tendency toward poking herself in the eye participated with four sighted peers in a reading program as part of the full day special education program, eye-poking behavior was eliminated and the subject was able to read 25 word cards. (CB)

Describes experiment to include children with health and behavior problems in a residential camp for economically disadvantaged children. Discusses special health care provisions and staff training. Presents four case studies of campers. Offers lessons learned from the experiment and plans for evaluation and followup. (LFL)

Investigated the behavior of 107 children aged one to 18 following their parents' separation. Younger children were reported to exhibit more acting out, while older children showed more depression. Children whose parents were separated or who remarried after 18 months were more maladjusted than children whose parents divorced.

Examines the 455 articles published in "Adolescence" between Spring 1976 and Winter 1981. Notes the most frequently appearing topics, including problem behaviors, sexuality, values, clinical programs, parent and peer relationships, schooling, stage theories, and other topics such as work and ethnicity. Conclusions are compiled and trends noted.…

The usefulness of four standardized rating scales in assessing student behavior problems is discussed: the Child Behavior Checklist (completed by parents); the Teacher Report Form; the Direct Observation Form; and the Youth Self Report. Four case studies illustrate the use of these checklists in school-based assessment. (Author/GDC)

Obtains standardized parent and teacher behavior ratings of neglected and rejected 8- to 11-year-old boys and girls. No age or sex differences were found. Rejected children were found to exhibit more behavior problems on both scales than neglected, popular, or average children. (Author/AS)