Despite the inclusion of Asperger syndrome in the Diagnostic and Statistical Manual of Mental Disorders--Fourth Edition (DSM-IV) American Psychiatric Association [APA], 1994) 10 years ago, there is ongoing debate regarding its validity as a diagnostic construct, particularly relative to the diagnosis of autistic disorder when it is not accompanied…

This paper provides a description of how an educational psychologist can consult with groups of teachers mostly in relation to their work with pupils who display emotional behavioural difficulties. The paper includes a review of the work on group consultation in schools, followed by a description of process consultation (Schein, 1988 ) and how the…

A common feature of interventions for students with behavioral difficulties is an attempt by such authorities as parents and teachers to establish increased control over students' behaviors, which can lead to countercontrol. Attempts to exert even greater control over a student who is countercontrolling increase the student's opportunity to…

In this article, the author addresses the concern of a teacher with students who exhibit discipline problems. She presents several suggestions to help make children obey and respect the teacher. Some of her suggestions include: (1) greeting each child by name at the door as they arrive; (2) standing tall and using a firm voice to convey authority;…

This article describes an evaluation conducted with a juvenile who was facing transfer into the adult system after an encounter with law enforcement officers. Adopted at age one from an Eastern European orphanage, Andrei experienced conflict, bringing him into contact with special education, mental health, and juvenile authorities. While there…

With deep understanding of the cultural overlay of school discipline, both in theory and practical application, teachers can work more effectively in urban environments. A brief overview and analysis of research on disparities in school discipline is presented, followed by practical suggestions for approaching student conduct in the classroom.…

In the past two decades, a great deal of energy has been dedicated to improving children's education by increasing parents' involvement in school. However, the evidence on the effectiveness of parental involvement is uneven. Whereas policy makers and theorists have assumed that parental involvement has wide-ranging positive consequences, many…

Many commonly employed strategies used by teachers to manage noncompliance and problem behavior in the classroom focus on suppression of problem responses through reductive consequences. Errorless compliance training was developed to provide a nonaversive alternative to reducing child noncompliance and has been demonstrated effective as a…

Preschool to school-age trajectories of 242 children, including 37 with insecure-disorganized and 66 with insecure-organized attachment patterns, were examined. Child attachment and stressful life events (the latter retrospectively) were measured at ages 5-7, and mother-child interactive quality, parenting stress, marital satisfaction, and…

Recent studies on the prevalence of autism indicate that approximately 1 in 200 children meet diagnostic criteria, significantly greater than rates reported just a decade ago (Blanchard, Gurka, & Blackman, 2006). Concurrently, biomedical treatments including psychotropic medication have been used with increased frequency to treat children…

This paper presents the clinical/developmental framework underlying a new diagnostic observational tool, the Disruptive Behavior Diagnostic Observation Schedule (DB-DOS). The special importance of observation for clinical assessment during the preschool period is delineated. The developmental rationale for a multidimensional assessment of…

This article discusses ways in which classroom teachers can use "life skill" games to facilitate classroom management by giving student opportunities to practice desirable behaviors. There is also usually a reduction in behavior problems when children are allowed to occasionally move. In addition, research has demonstrated that periodic movement…

Students who have sustained a traumatic brain injury (TBI) return to the school setting with a range of cognitive, psychosocial, and physical deficits that can significantly affect their academic functioning. Successful educational reintegration for students with TBI requires careful assessment of each child's unique needs and abilities and the…

This article reports the outcomes from 2 focus groups conducted to ascertain professional educators' perceptions regarding their (a) level of preparedness for working with students with traumatic brain injury (TBI), (b) ideas regarding ways to improve support to students and families, and (c) concerns about meeting the diverse needs of children…

Three forms of objective evaluation were used to assess the impact of a nurture group pilot project on the lives of staff and pupils: Boxall Profiles, the Strength and Difficulties Questionnaire, and questionnaires for staff. In addition, a micro study was carried out of two nurture groups using matched control groups. The article provides an…