Recent decades have seen a rise in mental health problems among children and adolescents. Despite a proliferation of studies describing effective school-based mental health programs, reviews of current research in this field suggest a strong lack of consensus concerning the definition of school mental health and its constructs. In the present…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

This article focuses on the development and implementation of primary and secondary behavior supports at a schoolwide level. The approach described is consistent with previous efforts to address behavior at a systems level (e.g., G. Sugai, R.H. Horner, & F.M. Gresham, 2002). In this article, we illustrate this process through a school-based…

Community coalitions (CCs) have labored with some difficulty to demonstrate empirical evidence of effectiveness in preventing a wide range of adolescent problem behaviors. Training and technical assistance (TA) have been identified as important elements in promoting improved functioning of CCs. A reliable, valid, and inexpensive method to assess…

This response to a paper by Guess and Carr (EC 602 212) on stereotypy and self-injurious behavior in the disabled commends their theoretical thoroughness and attention to prevention but notes the lack of attention to neuroanatomical and neurochemical aspects of such behavior patterns. (DB)

A three-level model explains the emergence and maintenance of rhythmic stereotypy and self-injury in disabled individuals: Level 1, internally regulated rhythmic behaviors; Level 2, stereotypy and self-injury as adaptive responses to understimulating or overstimulating environments; and Level 3, stereotypy and self-injury as learned behaviors to…

Family-school partnerships are increasingly touted as a means of improving both student and school improvement. This recognition has led to an increase in policies and initiatives that offer the following benefits: improved communication between parents and educators; home and school goals that are mutually supportive and shared; better…

The "Handbook of Youth Prevention Science" describes current research and practice in mental health preventive interventions for youth. Traditional prevention research focused on preventing specific disorders, e.g. substance abuse, conduct disorders, or criminality. This produced "silos" of isolated knowledge about the…

This study assessed the effectiveness of posting signs for reducing graffiti in three men's restrooms on a college campus. Immediately following the intervention, no marks were made, and results were maintained at three-month follow-up. A possible explanation for the results is that the signs specified an altruistic contingency. (Author/DB)

Issues in effective diagnosis of such dishonest behavior as cheating, lying, and nonconfrontative stealing are discussed. Published intervention approaches for dishonest behavior are reviewed, including negative sanctions, direct appeals to morality, public affirmation, covert sensitization, timeout, reinforcement contingency procedures, and…

The proceedings of a July 1989 conference of directors of research grants and research-based contracts funded by the Division of Innovation and Development of the Office of Special Education Programs are presented. The meeting featured a combination of general sessions, small-group discussions on research issues and content areas, and a panel…

This report presents the collective results of studies funded under the Office of Juvenile Justice and Delinquency Prevention congressional directive. The studies confirm that young African-American males are disproportionately involved as offenders and victims of violence, that firearms play a large role in juvenile violence, and that gang…