The study investigated possible relationships between lead levels and behavioral problems in 55 elementary schoolchildren (26 with behavior problems and 29 controls). The group of behavior problem children had significantly higher hair lead levels. (Author/SB)

Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess…

Regular and special educators (92) completed the Teacher Tolerance Scale to identify group differences in tolerance for behavior problems commonly found in the regular class. Analysis of variance indicated no significant differences between groups. Of 11 behavioral clusters, the most outer-directed behaviors (Negative Aggressive, Poor Peer…

The ratings of 38 regular and special education elementary school teachers were compared to determine the extent to which they shared similar reactions to the disturbingness of four sets of behaviors exhibited by children. It was found that regular teachers rated the behaviors as significantly more disturbing than did the special education…

D. Smith replies to L. Polsgrove's criticisms of Smith's earlier article (EC 133 830) on seclusionary timeout for children with emotional/behavioral problems. Smith suggests that in several studies timeout was seen by the children as a way of relieving the classroom's stimulus overload. (CL)

The article describes three major types of diet-related conditions which lead to behavior disorders in school-age children--hypoglycemia, vitamin/mineral deficiencies, and allergies to food and food additives--and discusses diet control in the management of such conditions. (DLS)

The article introduces some crucial issues in the area of childhood emotional disturbance and behavioral disorders in the schools of Hawaii and U.S. dependencies in the Pacific Basin region. (DLS)

Responses by 43 teachers and 200 junior high school students to the 55 common problems listed on the Disturbing Behavior Checklist 1 are compared. Rank orderings of the two groups' ratings of the disturbingness of behaviors show moderate agreement. (Author)

Preservice and student teachers (N=180) read and judged of classroom interventions. Results revealed that interventions differed markedly in their acceptability and that amount of teacher time, severity of behavior problem, and type of intervention were salient dimensions for consideration. (Author/CL)

Analysis of scores for 70 nonhandicapped students (grades 1, 3, and 5) on the Teacher Checklist of School Behavior and a peer nomination sociometric scale revealed that Ss rated by teachers as having more frequent characteristics of emotional disturbance were likewise the students receiving the fewest nominations by peers. (CL)

The author states that the numbers of youths who previously have been served within the traditional child welfare systems, but now are refused services based upon the labels given to them, are on the rise. (Author/CL)

The study compared effects of varying sets of instructions on teacher (N=376) and mental health professional (N=178) ratings of student problem behaviors. A statistically significant difference between teachers and mental health workers emerged, though main effects for instructions were not statistically different. Teachers were more consistent in…

Although functional assessment-based interventions have produced desired outcomes in student behavior in applied settings, most of those interventions involved strong, sustained participation with researchers in intervention design, implementation, and assessment. In this article, we describe a systematic approach to designing, implementing, and…

Two groups of 12 preservice teachers--special education and elementary/early (elementary education) childhood groups--revealed similar tolerances toward students labeled as having behavior problems. Although both groups rated students labeled behaviorally disordered negatively, the bias was more pronounced in the elementary education group. (CL)