Counselors must become active participants in the practice of full inclusion of children with disabilities into classrooms with nondisabled youngsters. Full inclusion is distinguished from mainstreaming; successful models are reviewed. Topics of collaboration and consultation among counselors and teachers, building social adjustment, and…

Functional assessments and assessment-based interventions were conducted with an 8-year-old boy with disabilities and severe problem behavior in the context of two family routines: using the home bathroom and dining in a fast-food restaurant. A multiple baseline design demonstrated the effectiveness of the intervention package as implemented by…

Two PTAs sponsored events that capitalized on Halloween themes, engaged their communities in fall celebrations, and were safe, wholesome, and fun. With help from local volunteers, one school turned its gymnasium into a 19th-century British town with a fall/Halloween theme. Another PTA hosted a carnival, Spooktacular, that involved community…

Clarifies the relationships between schools and families by contrasting the responses of over 400 teachers to a survey regarding the attitudes towards, involvement in, and perceptions of partnership practices at their schools. Results indicate that while teachers value family involvement, middle and upper grade level teachers used fewer strategies…

Paralleling reports of the effects of passive smoke exposure in medical journals, the term "secondary traumatization"--the emotional upset experienced by persons who come into close contact with a trauma victim--is receiving increasing attention in the mental health literature. Implications of this for family counselors are considered. (Author/KW)

Introduces the Willard Model School in Norfolk, Virginia. Describes the process of creating a new staff and the teaching philosophy of the staff members. Provides information on the school's Parent Resource Center and Male Mentor Program. Introduces the concept of a basic school. (MOK)

Well-controlled clinical trials have established the efficacy of a number of family-based psychosocial interventions for the treatment of schizophrenia. Reviews seven studies with long term follow-up. (Author)

Describes a research study in which three primary-grade teachers and two researchers visited, interviewed, and planned with the families of their students over three years in order to better support children's literacy development by creating instruction that builds on what they know. Discusses what they learned about families as resources, and…

Study develops and evaluates the Family Involvement Questionnaire (FIQ), a multidimensional scale of family involvement in early childhood education. Factor analyses reveal three involvement constructs: school-based involvement, home-school conferencing, and home-based involvement. Multivariate analyses reveal that parents with education beyond…

Investigates the effects of manipulating the periodicity and quantity of information on student progress that teachers send to families on a student's achievement. Indicates that increases in both frequency and detail of individual student progress reporting to the family are positively related to student achievement. (ASK)

Describes a model of service delivery for children with autism and pervasive developmental disorders that seeks to prevent at-risk students from being placed residentially and to return those who live in residential school to less restrictive environments. Describes the organization and critical components for the Family Support Program. Discusses…

Reports using data from the Denver Youth Survey to investigate the influence of family factors in predicting adolescent victimization. Results indicate that family context (particularly parental problem behavior), family involvement, adolescent social isolation from the family, and positive parenting were predictive of adolescent victimization,…

This commentary discusses the successful partnership between the parents and the school in addressing the challenging behaviors of a 9-year-old boy with severe disabilities. Stages of the successful partnership and characteristics of behavior support plans that have good contextual fit are described. (Author/CR)

This study attempted to ascertain commonalities and differences in critical program practices among nationally known, validated educational programs for young children with autistic spectrum disorders. Areas of agreement among programs included early intervention, individualization, specialized curriculum, family involvement, systematic…

First-graders (n=678) with behavior disorders received either a classroom-centered (CC) intervention designed to enhance teachers' behavior management or family-school partnerships intervention that targeted improvement in parent-teacher communication and parents' behavior management strategies. The CC intervention was more effective in reducing…