A review of behavioral research in the area of classroom management is presented. Four questions for teachers to ask themselves when a problem in the classroom arises explore the appropriateness of the instructional materials, student understanding of teacher expectations, management effectiveness, and sources of help. (PHR)

An interdisciplinary training program for the instruction of residents in child psychiatry and graduate students in special education is described with focus on the needs of children with academic and behavioral problems. (DB)

Follow-up community placement data were collected for 186 behavior problem educable mentally retarded students (ages 5 to 23) at 6, 12, and 18 months after discharge. Greatest stability throughout the follow-up period was observed for students initially placed in their natural homes. (Author/PHR)

Describes one program for diverting troubled children from the juvenile justice system. Reports on a social work education and agency collaboration to conduct an evaluation of participants' satisfaction with the program. (RMH)

Three self-stimulating behaviors of a 6-year-old autistic boy were brought under S-delta stimulus control (a type of discriminative stimulus in the presence of which a given response is punished). (Author/DLS)

Investigated impact of a summer therapeutic daycamp for behaviorally disordered children. One-year followup demonstrated the differential impact of the program, consistent with the notion of intensive, time-limited intervention as an effective alternative to extended treatment. (Author)

Cases are presented to illustrate the effects of these dysfunctional attitudes and therapeutic approaches toward them. Cognitive, behavioral, and dynamically oriented interventions are presented which have been effective when a child's difficulties result from his acting in accordance with the family's attitude toward learning. (Author)

This paper reports the findings of a survey of 49 local education authorities (LEAs) in England on the expectations of the LEAs as to how initial teacher training programs should introduce teachers to the skills required for coping with disruptive behavior. (Author/FG)

This ten classroom-hour instructional model for alcohol education focuses on cognitive information, affective instruction, and selected field activities to assist students in establishing physiological and psychological relationships in alcohol areas. This integration is organized to clarify values and instill responsible alcohol-related behaviors…

A diagnostic prescriptive approach using the overhead projector in visual perception and perceptual motor activities is described for 11 deaf multiply handicapped behavior disordered students (9 to 12 years old). (CL)

Considers the issue of reinstating a quiet atmosphere into secondary school learning centers, and suggests that noisy students should not be allowed to manipulate the center for their own purposes. (CMV)

The Portland Problem Behavior Checklist (PPBC) is defined for aiding school personnel in identifying problem behaviors of students. Test reliability and validity data are reported. The PPBC offers a quick format useful for clinical referrals, assessment, and initial evaluation. (Author)

Methadone clients scored higher than controls on measures reflecting boredom, desire for change and attraction to physically thrilling activities. Correlations of these measures with length of most recent dependency before treatment, time on program, and time since initial dependency suggest peculiarities of methadone clients antedated involvement…

Basic management of disruptive classroom behavior is a necessary aspect of classroom control. Three basic techniques are planned: ignoring, in which inappropriate behavior is not reinforced; signal interference, in which nonverbal signals on the part of the teacher affect behavior change; and proximity control, in which the teacher's physical…

A four-step process for the development of a system for the management of classroom behavior is presented. (PHR)