Critically reviewed and evaluated are approximately 19 behavior-rating scales that have been developed to assess elementary and secondary school children's overt classroom behaviors. (MC)

Research supported by the U.S. Office of Education.

A high school student labeled "trouble maker" and "poor student" flourishes in a reading and comprehension class that encourages students to read, write, and speak on topics directly related to their individual interests. (RM)

Explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented. (Author)

Discusses background and nature of alcohol-related birth defects. Describes a continuum of impairment to offspring of drinking mothers that is dose-related and produces serious behavioral/learning deficits. The continuum includes young people of normal intelligence who perform below expected levels and find school adjustment difficult. Offers…

Studied a rare condition, elective mutism in children. Results indicated (1) immature development, especially in speech; (2) high rates of behavior problems; (3) excessive shyness; (4) significantly greater incidence of lower range performance IQ; (5) family psychiatric problems; and (6) intractibility. (Author/DB)

The major advantage of criterion referenced tests (CRTs) over norm referenced tests (NRTs) is that CRTs yield specific information about student skills upon which educators can plan individualized instruction. Individual education with a strong emphasis on teaching students specific skills will be enhanced by the committed use of CRTs. (Author)

Describes the stimulation needs of some hyperkinetic children which can be met within the classroom environment. Suggests school counselors can provide guidance while the child is on drug therapy and encourage a transition to other forms of remediation. Urges counselors to help the child and teacher recognize warning symptoms. (JAC)

Evaluation of 54 mentally retarded pupils, aged 10 to 13, in 1979 and comparison with six samples of mentally normal pupils collected during the last two decades confirm that prevalence of additional problems among mentally retarded pupils is greater as compared to mentally normal pupils with respect to nine variables. (NEC)

Reviews and analyzes statistics and theories on causes of increasing youth suicides. Emphasizes the importance of identifying suicidal adolescents, accepting their feelings, and providing appropriate intervention. Illustrates categories of youth suicides--the loner, the depressed, the psychotic, the crisis suicide, and as a means to communicate.…

Analyzed approaches to classroom misbehavior by classroom teachers, and graduate students completing their training in school psychology, using the induction-sensitization model of socialization. Significant differences were noted, with teachers displaying a more sensitizing (punitive) approach to classroom management. A significant…

Kindergarten teachers were more likely to discipline when boys were verbally disruptive, but disciplined girls for disruptive aggressive behaviors. Teachers were physical when responding to boys' disruptions and used verbal and nonverbal behaviors when responding to girls' disruptive behaviors. Girls' questions received longer teacher responses.…

In this article, children's behavior problems in school are described as reflecting dysfunctional family relationships. Actions that school personnel might take to help the child and his family are discussed. (Author/MC)

This paper discusses how students engage in misbehavior for meaningful, needs-meeting reasons. Methods for helping children to learn more satisfying and appropriate ways of meeting their needs are explained. The Pennsylvania State University Social-Emotional Climate Index is presented as a tool for assessing the classroom climate. (Author/BE)