The What Works Briefs are a series of short, easy-to-read, "how-to" information packets designed to: (1) promote practices that support young children's social and emotional development and prevent challenging behaviors; (2) highlight practices, strategies, and intervention procedures that have been found to effectively prevent and address…

The Individuals with Disabilities Education Act of 1997 requires Individualized Education Program teams to consider positive behavior interventions and supports (PBIS) based on functional behavioral assessment for students with disabilities whose behavior impedes their learning or the learning of others. To meet federal mandates, educational…

Youth Change presents on site workshops to train staff to deal with youth with problems. This workbook introduces the Youth Change curriculum and workshop, outlining some of the ways the program promotes social skill, school skills, and coping skills and introducing the Youth Change structured curriculum. Eight sample lessons are presented with…

Describes an after-school program which provides academic remediation, socialization, recreation, group therapy, meal preparation and field trips for boys 10-17 with behavior problems. A summer day camp provides prevocational activities. The program's effectivness is characterized by high attendance and testimonials from parents and teachers. (JAC)

Expansion training is a modeling technique for counseling withdrawn children, using behavioral and humanistic principles. The child in the case study learned assertive behavior to cope with frustration and mistakes. Good rapport between child and counselor are necessary for success. (JAC)

The article reports on ways in which the Preparation through Responsive Educational Programs (PREP) project developed and conducted process and outcome assessment in a behavioral program for junior high students with behavior and learning problems. (Author/DLS)

Examines the risk and protective factors for different types of violent behavior in high school adolescents. Major risk factors include gender and deviant behaviors, committing nonviolent felonies, academic failure, and lack of parental affection and support. As risk factors increase, the likelihood of violent behavior increases. Impaired parental…

Proposes a seven-dimension systemic model for counselors to help teachers conceptualize learning and behavior problems in the classroom. The model stresses the importance of the teacher defining the presenting problem and the outcome goals in terms of clearly observable behavior. This systems approach addresses behaviors that are resistant to more…

Describes an empirically validated group counseling intervention that school counselors can use with children which promotes social problem solving and self-regulated performance. The focus is on interpersonal problems that limit the academic and social success of children at school. Includes a detailed description of the group counseling…

This article describes the following steps for developing and implementing system-wide behavior support: establishing a foundation for collaboration; building faculty involvement; establishing a data-based decision-making system, brainstorming and selecting strategies within an action planning process; implementing a school-wide program through an…

The scope of school board liability for student misconduct is broadening. The U.S. Supreme Court found that school officials are responsible for student-on-student harassment when they have knowledge of the acts, act with deliberate indifference, and the harassment deprives the victim of access to education. This rationale is consistent with…

Language intervention approaches were built into a residential environment for 13 women with severe mental retardation. Two residents were assigned to an intensive signing program, two to an "Intro-talker and signing" group, and the remaining residents to various comparison-intervention and comparison groups. Increases in positive communicative…

Discusses a workshop that used feminist pedagogy to challenge students' deeply ingrained sexism, promote their appreciation of differences, and encourage them to change their behavior voluntarily. Participants involved a group of male students undergoing punishment in the campus judicial system. Workshop results are discussed. (GR)

Shows how troubled students who usually act tough and indifferent open up and become interested in learning and willing to show their weaknesses in an in-school suspension environment. Argues that such students need increased skills and a safe environment, movement toward creativity and compassion, and movement away from thoughts of survival. (TB)

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)