Questionnaires documenting self-injurious behavior (SIB) among 113 elementary students were returned by 21 London schools. Cluster analysis found patterns of behavior associated with each other, indicating that SIB may not be a homogeneous condition but may comprise a number of distinct syndromes depending on sex, age, mobility, communication…

Eight young adults (ages 19-39) with autism were given the opiate antagonist naltrexone to control self-injurious behavior and maladaptive idiosyncratic mannerisms. Although one subject appeared to have partial decreases in maladaptive behaviors, the drug did not clearly reduce the self-injurious and other maladaptive behaviors of the subjects.…

Caseloads of teachers of students with serious emotional disturbances/behavior disorders were examined to compare current service delivery across states. Caseloads ranged from 3 to 35 students per teacher. Evaluation of hypothetical relations between caseload and predicted student achievement showed that predicted achievement decreased as caseload…

This article explains how cooperative-learning behaviors can be taught systematically and directly to students with behavior disorders using a four-step procedure in conjunction with an enhanced cooperative-learning environment to encourage generalization. Application with five primary grade students is reported. (DB)

This paper reviews the literature on functional assessment in the behavioral treatment of aggression in persons with mental retardation or developmental delays. Increased use of functional assessment and skill training is noted but no concomitant decrease in the use of intrusive procedures. (Author/DB)

Records covering a five-year period of adults with mental retardation in a residential program were reviewed to determine differences in antipsychotic dosages over time. Findings suggest that individuals with mental retardation who do not have psychoses are a suitable group for dosage reduction and that use of alternative medications facilitates…

This report examines distinctions and interrelationships among attention deficit disorder and learning disability and oppositional/conduct disorder. A study with 98 children (mean age 10 years) referred for learning or behavior problems found a referral bias in that children referred to mental health settings differed from those referred to…

Explored the hypothesis that there is a greater frequency of children of alcoholics in special classes for Emotional/Behavioral Disordered (ED) and Learning-Disabled (LD) children. Children of alcoholics were not overrepresented in any diagnostic categories, however significant differences were noted in the relationship of marital status and…

Implementation of a token economy system with a time-out backup consequence in a highly structured self-contained elementary classroom for children with emotional and behavior disorders demonstrated a strong functional relationship between the intervention system and improvement in the students' behavior. (Author/DB)

The article reviews legislative and associated initiatives of the British Columbia Ministry of Education since the 1988 Sullivan Royal Commission on Education report. It stresses the need to move behavior-disordered students into regular classes in regular schools, a move supported by both the educational literature and legislation. (Author/DB)

The out-of-seat behavior of a highly disruptive 4 year old with severe disabilities was substantially reduced using differential reinforcement of incompatible behavior. The boy's in-seat behavior expanded from less than a minute to 20 minutes. The providers' use of physical restraint decreased to near-zero levels, and the boy's appropriate toy…

Reviews studies indicating that negative labels, such as learning disabled or behavior disordered, can lead to peer stigmatization and to disturbed or disrupted peer relations for labeled child. Contends that problems may be due not only the to labeled child's actual behavior but also to biased perceptions and behavior of peers as result of label.…

Describes reclaiming school as one that empowers each student to experience belonging, mastery, independence, and generosity and that challenges any practice that leads to alienation, futility, impotence, or purposelessness among youth. Spotlights innovative programs of empowering education that redefine the standards for excellence in the…

Used static and dynamic features of classroom environment to describe impact of special education program on 84 behaviorally disturbed adolescent males. Although program apparently met its objectives (increases in appropriate behaviors and decreases in inappropriate behaviors), ecobehavioral data suggest that students were mostly involved in…

A study of 233 individuals with severe mental retardation examined the validity of the Diagnostic Assessment for the Severely Handicapped-II (DASH-II) through correlation with the Aberrant Behavior Checklist (ABC). DASH-II as a whole was found to have a high degree of convergent validity with the ABC total score. (CR)