This paper explores implications of several agency models and the functions of the school psychologist in these settings. (Author)

Five hundred thirteen behaviorally disturbed retarded and borderline retarded males from a Scottish therapeutic community were studied retrospectively and by cross-sectional analysis 10 years after the community terminated. (Author)

Head Start children were matched into two groups on the basis of disruptive behavior during rest periods. Attempts were made to modify their behavior using either instructions or token reinforcement procedures. Results suggest that a combination of reinforcement together with instructions is much more effective than either of these alone. (Author)

The study indicates that the distinguishing characteristics of suicide attempters are fewer than might be expected from the literature. Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969). (JM)

Presents a model for diagnostic teaching, a design for preparation of diagnostic teachers, and a list of administrative considerations for implementing the model. (DR)

Examines rapid-tapping performance of 36 hyperkinetic and 36 control boys under conditions of free response, verbal urging, and penny rewards. Hyperkinetics were unable to adjust to changing incentive conditions. (Author/EK)

The level of knowledge about childhood emotional disturbance is adequate to the task of early prevention and rehabilitation, but the challenge is to stimulate the essential community cooperation. (ML)

It is concluded that a child's separation from his family constitutes a potential cause of short-term distress but separation is of little direct importance as a cause of long-term disorder. (Author)

Two social workers and a pediatrician working as a team helped parents who brought their children to a medical center to perceive the parent-child relationship as a causative factor in developmental difficulties. (Author/AJ)

The study found that 41 per cent of the elementary school students studied were identified as having learning and/or behavior disorders, although previous testing yielded normal results. The authors questioned the ability of the educational system to accommodate the range of student differences. (Author/CB)

Practical suggestions to help teachers plan field trips that will be helpful experiences for school children who are more vulnerable, fearful, confused and destructive than most of their peers. (NH)

It was concluded that the assumption of diminished problem solving capacity in suicidal adolescents is correct. (Author)

Partial ascription of blame for deviant behavior must be placed on the classroom teacher and parent who reinforce negative behavior by reacting to it. Severe criticism, threats, and cajoles reinforce antisocial behavior whereas praise reduces it. (Author/CG)