This research attempts to develop methods which teachers can use now in dealing with disturbances in the classroom, and to investigate the efficiency of these methods in decreasing the disturbances in working conditions. Develops the idea that teachers should be able to use positive means in dealing with disruptive behavior by students. (Author/RK)

This study identifies specific nondrug alternatives most used to achieve a specific mood or state of consciousness alteration. Analysis showed social, physical, and risk-taking activities were used most frequently to achieve positive states and distracting activity, discussion with friend, and personal contemplation were used most frequently to…

The discriminant validity of the noxious codes of the Behavioral Coding System for the measurement of aggressive behavior in schools was investigated on a sample of aggressive and prosocial elementary school males. The codes were found to discriminate. (Author/JKS)

Compared black (N=614) and white (N=1,162) children on the Behavior Problem Checklist. Blacks were judged to have a greater frequency of behavior disorders than whites. A number of interactions of race with other variables were found, and their meanings are discussed. (Author)

The procedural due process principles of Goss v. Lopez do not apply in cases of "academic" dismissal rather than disciplinary dismissal. The difficulty in making this distinction, particularly at the elementary and secondary levels, undoubtedly will be the cause of much future litigation. (Author/IRT)

A project is reported in which students consurrently enrolled in a course in psychological foundations and in student teaching received a concentrated consumer's course in systematic behavior management with emphasis on application. Performance objectives are described. (LBH)

Possible bases for student influence over teachers are examined. Since teachers cannot avoid being influenced by students, it is important for them to consciously select the kinds of influence efforts to which they will respond. (MJB)

Before integrating special needs students into a regular industrial or vocational education class the teacher should be trained, then the students. The author describes staff inservice to develop understanding of special needs students, how to motivate them and deal with inappropriate behavior, from his experience at the Calhoun Area Vocational…

Results of this naturalistic study indicate that feelings and reactions of pupils to a classmate's death may be facilitated or hindered by behavior of adults involved. The most powerful hindrance is the teacher's denial of the child's capacity to deal with death. (Author)

Analyzes the use of behavioral self-modification projects in college classes. Such projects are attempts by students to apply the principles of behavioral psychology to their own behavior. Discussed are impact of projects on student learning, extent of student behavior change, and adequacy of research design. (Author/AV)

The Peer Leadership Program decreased student absences, the dropout rate, physical attacks, and vandalism costs, and increased student involvement. (Author/IRT)

Describes the characteristics associated with children who have receptive language disability or aphasia, the difficulties these children have in everyday living, the problems they can expect in school, and the responsibility of the teacher and parent in helping the aphasic child overcome his problem. (RK)

A number of descriptive-analytic instruments for use in training preservice and inservice physical education teachers are described, and suggestions for their use are offered. (MJB)

Describes a pilot program in small-group counseling designed primarily as a corrective program for junior high students with serious behavior problems. It attempts to make wholesome changes in student attitudes. (Author/IRT)

Argues that there are many sources of information about schools other than standardized tests and questionnaires, and stresses the value of careful, unobtrusive observations that are well focused and intelligently interpreted. Lists numerous unobtrusive criteria for possible use in evaluating students, school programs, and school personnel. (JG)