This study sought to identify the critical factors that differentiated 42 antisocial first grade boys from a comparison norm population. The multimethod approach found three areas of significance: (1) teachers' ratings on measures of aggression, (2) academic engaged time, and (3) negative interactions on the playground. (Author/DB)

The behavior management recommendations outlined in England and Wales' Elton Report are applied to schools for children with emotional/behavioral difficulties, especially Inglesea School. Inglesea School uses the principles of assertive discipline, which communicates specific behavioral expectations to students and rewards children for choosing to…

This study examined effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. Results indicated relationships between the student-operated business curriculum and increased time on task in mathematics and improved grades. (Author/PB)

Incarcerated adolescent males (n=62) with high and low depression scores were assigned to a positive or neutral affect induction condition. Following affect induction, subjects participated in tasks involving learning to read Hindi words. Results showed a main effect for self-induced positive affect on learning but no main effect for depression…

Direct observation and sequential analytic techniques were used to analyze rates, antecedents, and predictive sequences of aggressive behavior for 28 elementary school-aged children with emotional/behavioral disorders. Results indicated that low rates of positive social interactions characterized the daily classroom ecology of students displaying…

Two experiments examined the effects of rewards alone, rewards plus discussion, and self-evaluation plus rewards on peer interactions of elementary level students with emotional or behavioral disorders. Observational data on eight students showed the self-evaluation procedures to be effective in improving peer interactions when implemented in a…

This article presents strategies teachers can use to develop a pool of potential sensory reinforcers for behavior problems in students with learning disabilities, behavior disorders, mild or moderate mental retardation, or language delays. It also provides a step-by-step method for conducting ongoing reinforcer assessment, and suggests how the…

This article recommends the use of professional portfolios in preservice preparation of teachers of students with behavioral disorders and describes the graduate program in behavioral disorders at Western Carolina University (North Carolina). Program development involved determination of competencies and a format for individual project…

This article explains how cooperative learning techniques can be used to teach interpersonal social skills, describes the cognitive-behavioral model for treating deficits in social problem-solving skills, and outlines the critical steps for using peers as social skills trainers in classrooms with antisocial students. (DB)

Career intentions of 96 teachers of students with emotional and behavioral disorders were studied, and 36.5 percent planned to leave the field during the upcoming year, while 10.4 percent were unsure about career plans. Issues regarding the organizational structure of the school setting, rather than personal characteristics, were linked to the…

A pilot system of individualized and rurally compatible community-based alternatives to residential and institutional treatment settings for seriously emotionally disturbed children was evaluated. The results indicate that this intensive, community-based, service-delivery system appears to improve children's behavioral and emotional functioning,…

Broadly examines diagnostic category of attention deficit disorder (ADD), which affects individuals from childhood to or through adult life, with special attention to cases in which predominant characteristic seems to be inattentiveness. To work with individuals with ADD, counselors need to understand nomenclature, etiology, unique symptoms, and…

A modified cooperative learning methodology was implemented with 12 boys at a residential treatment center for oppositional adolescents. Despite their volatile behavior, limited self-control, deficient prosocial skills, and lack of group experience, they responded positively to the experience. The model is felt to effectively enhance cooperation,…

Measures of survival skills, locus of control, study skills, achievement test scores, and grade point average for 86 students (ages 11-15) with behavioral disorders were analyzed to identify the correlates and predictors of their academic achievement. Overall, student achievement test performance was correlated with organizational skills and an…

Twenty-five adolescents with behavioral disorders in residential treatment participated in a 10-week aggression replacement training program. Comparison with 14 controls indicated that treatment affected participants' social skills knowledge but did not impact their observable behavior. (Author/JDD)