Suggested are ways that parents can make their visits to their institutionalized handicapped children more pleasant and even educational. (KW)

Condensed from "CBE Bulletin , XII(June 1969), 1-6, published by the Council for Basic Education, Washington, D.C.

A total of 24 middle-class mothers and their two-and-a-half-year old children were observed on two occasions. Mothers were found to employ two types of control techniques: immediate contingent response to the child's undesired behavior and intentional direction of the child's attention without prior elicitation by the child. (Author/RH)

Identifies three styles of sibling rivalry and three parent leadership styles, discussing parental mediation of sibling disputes through contracting and providing examples of group discipline techniques that facilitate development of less negative forms of rivalry and that support positive sibling bonding. (RH)

A parent and teacher of gifted children describes how parents can manipulate materials, model behavior (especially reading and inquiry), and teach principles of time management and flexibility. (CL)

Parents of adolescents are urged to listen with attentiveness, reflect and restate their child's feelings, set appropriate limits for their children and themselves, and set aside time for family fun and communication. (CL)

The authors examine barriers to disseminating research knowledge to parents of handicapped children, stress the importance of researchers communicating to parents, and suggest ways to improve dissemination efforts.

Argues that although Radin and Sagi (1982) and Russell (1982) have generated interesting hypotheses about the origins and effects of increased parental involvement in childrearing, some issues must still be considered if these hypotheses are to be appropriately tested. (Author/MP)

Argues that increasing parent involvement in the secondary schools can create goodwill in the community and enlarge the scope of services to students. (FL)

Discusses theories on the acquisition of early learning. The author suggests that an infant's innate physiological reflexes cause him or her to respond to adults in a way that stimulates the adults to model and reinforce socially acceptable behavior and communication patterns. (AM)

Two educators answer questions from readers about school policy on gifted education, parents' concerns about their underachieving child, and a teacher's need for further education. (CL)

Describes the administrative policy developed to deal with student truancy at Harlem South High School in Rockford, Illinois. The policy calls for intensive monitoring of attendance and involves parents as well as school officials. It is said to be successful in reducing truancy rates. (GC)

Presents case study involving the attempt by parents to raise their children to be bilingual in Danish and Finnish as example of internal and/or external difficulties preventing development of the bilingualism of a child. (Author/BK)

The reorganization of the Developmental Centre program at the Lord Tennyson Elementary School in Vancouver, British Columbia is described. The component for autistic children is described in terms of the referral procedure, staffing and consultant services, organization, program development, integration, and parent involvement. (DB)

The author presents advice for parents of gifted children. Among suggestions are to encourage originality, praise the child, tolerate new ideas, and provide help in making choices. (PHR)