Presents a model for strategic, therapeutic interventions to help children stop repetitive behavioral sequences that offer protection from painful losses, but block the grief process. (Author/RH)

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

Briefly reviews the complexities surrounding the definition of giftedness and explores the problems of identification from the point of view of the regular classroom teacher. Discusses developing a definition, the behavior problems of gifted students, and the differences between bright children and gifted students. (Author/CR)

The paper reviews the literature regarding runaway children, defines runaway youth, and discusses predisposing factors. Suggestions are offered for further research on the etiology and treatment of runaway behavior. (JDD)

Provides a basis for colleges and universities to develop regulations sanctioning hazing. Describes the types of activities that have caused death. Presents state laws and discusses the legal context leading to civil or criminal liability. (RC)

The article critiques interpretations purporting to distinguish between serious emotional disturbance (SED) and social maladjustment (which is excluded from the federal SED definition). An interpretation of social maladjustment based on social deviance is proposed to more clearly determine eligibility for services under provisions for the…

The article addresses the exclusion of social maladjustment from the federal definition of serious emotional disturbance and proposes a limited interpretation which would prevent the inappropriate exclusion of students with antisocial behavior from special education services. Briefly discussed are related issues of identification and programing.…

Five handicapping conditions--emotional disturbance, visual impairment, mental retardation, hearing impairment, and physical disability--are discussed in terms of definition, range of impairment, and daily school management. The summaries are designed to be of practical help to the regular class teachers involved with mainstreamed students. (CL)

This article describes instruments and methods to assess the primary characteristics that define attention deficit disorder (ADD) for the purpose of identification. Issues in ADD assessment include identifying co-occurring disabilities, defining the severity of ADD, and determining the pervasiveness and situational nature of the behavioral…

This guide focuses on identification and evaluation of students with behavior problems, emphasizing that identification of behavior problems is influenced by social values. The first chapter discusses the necessity for developing a definition of behavior problems from the educator's perspective, and outlines prevalence rates for behavior problems…

This guide to preventing self-injurious behavior, in question-and-answer format, is intended for parents, teachers, and other caregivers of people with disabilities. It describes the more common types of self-injurious behavior, discusses methods for identifying causes of self injury, and outlines interventions. Specifically, the guide covers: (1)…

This handbook is intended to serve as a procedural guide for Utah school districts to improve the assessment and classification process for students who are behavior disordered. The handbook reviews Utah's definition of behavior disorders and explains some of the ambiguous terminology in the definition. The topic of social maladjustment is…

In response to increasing demands that Canadian school boards provide behavior adaptation programs to counter the effects of disruptive home environments, school violence, and victimization, this paper explores definitions and diagnostic criteria for the following behavior disorders: attention-deficit hyperactivity disorder, oppositional defiant…

This guide offers practical guidance for parents and practitioners working directly with children who have autism or Asperger's Syndrome. Chapter 1 distinguishes between the two conditions, offers a practical definition of autism, and stresses the importance of individual differences. Chapter 2 is on identifying special needs in autism and notes…

This guide addresses issues concerned with the reintegration of students with traumatic brain injuries (TBI) into the classroom. It first provides a definition of TBI and identifies characteristics of students with TBI. The guide then discusses cognitive consequences of TBI, with emphasis on deficits of executive function, attention, and memory.…