The author contends that research in the social sciences has witnessed a depersonalization of blame for individual misbehavior, and examines the process by which the blame for school discipline problems has been transferred from individual students to external factors. Recommendations are made for future research approaches. (Author/JAC)

This article examines the relationship between track placement, peer involvements, and youth misconduct and deviance. Some of the findings presented indicate that certain peer attachments serve to further heighten the significant impact of track placement on a range of negative student behaviors. (Author/EB)

In reviewing research, the author speculates on six reasons why girls misbehave less than boys, despite the fact that girls have more personal problems during adolescence. The author concludes that a combination of personal characteristics and external pressures inhibit misbehavior in girls. Over 50 bibliographical references are included.…

In a longitudinal study from kindergarten through grade 6, teachers annually rated the behavior of 1,586 children who were normally distributed on measures of IQ, socioeconomic status, and school achievement. (Author)

Experimental procedures for modification of cognitive impulsivity in handicapped children (including required delay, direct instruction, self-verbalization, differentiation training, modeling, and reinforcement) are reviewed and their respective teaching implications identified. (BD)

Four normal preschool children and four with comprehensive academic and behavior problems were taught to judge the quality of their academic work in a classroom, and to prompt or cue their teachers to comment about the quality of that work. (Author)

Arthur Retlaw and Associates, Inc., Suite 2080, 1603 Orrington Avenue, Evanston, Illinois 60201. A prospective study was made of the early development of 42 children with sex chromosome aberrations. (Author)

Six clinical programs (N=55) and one controlled, experimental program (N=25) were carried out in which parents of hyperkinetic children (ages 3-18 years) were trained in ten-week workshops to alleviate behavior problems by means of behavior modification and child management practices. Journal availability: C.V. Mosby Company, 11830 Westline…

A comprehensive assessment made over a six-year period of 97 children reported their adjustment and attitudes to both junior and secondary school, language skills, school achievements, and aspects of personality. (MP)

Offers a systematic review of various attempts to reach beyond the individual student to account for school behavior problems. Concentrates on family background, peer group influence, teaching quality, the school system, and society-in-general. (Author/RK)

The effects of independent and interdependent group contingencies for academic work on the disruptive classroom behavior of junior high school students were examined. Free-time was delivered either individually, contingent on individual performance (independent group contingency), or to the class as a whole, contingent on group performance…

A teacher training model designed to provide teachers with skills to successfully implement individualized programing in at least one academic area at the end of a 6 month instructional period was instigated with 17 second grade teachers. (SBH)

Reviews the use of behavior modification to control behavior problems in secondary schools. The literature reviewed demonstrates the effectiveness of behavior modification with both average and very difficult students. Describes behavioral techniques, such as group contingencies, home-based reinforcement systems, and contingency contracting, as…

Describes how the Perkiomen Valley School District (PVSD) offers a four-week Title I pre-kindergarten program for 45 children who at the time of kindergarten registration exhibit physical, emotional, social, or academic needs that may prevent them from succeeding in school. (Author)

Satiation, over-correction and differential reinforcement of other behavior resulted in the elimination of chronic clothes ripping by six institutionalized mentally retarded emotionally disturbed adolescents. (CL)