Achievement-impeding classroom behaviors in France and the United States were analyzed and compared. (KW)

The author discusses an experimental revision of the Bristol Social Adjustment Guides, a classification of maladjusted behavior in the early 195o,s. (Author)

Student disorders in today's high schools must be met with understanding and tolerance. Changes in education along lines that will meet the needs of today's students will alleviate these disorders. (CK)

From a special feature on "Violence & Agression. Other articles in the feature include "Agression in the Classroom by Fritz Redl, "Temper Trantrums by A.E. Trieschman, and "Scapegoating by Beryce W. MacLennan.

Problems in the use of punishment, including corporal punishment, restraint, and timeout, in the special education classroom indicate a need for a clear policy regarding its use. There is the danger that appropriate, limited punishment may escalate in intensity until it becomes abusive unless its users follow well-conceived guidelines. (SEW)

Examined whether Carkhuff-type counselor responses would improve elementary students' (N=40) behavior. Participants completed pre- and postcounseling Behavior Rating Forms. Counselor's responses were individually rated using a five-point Carkhuff scale. Results indicated that high-level Carkhuff-model responding led to improved behavior. (RC)

Observations of 127 boys with behavior problems (ages 9 to 13) were made to study the correlation between air pressure and adverse behavior in the Ss. Results showed that, with each change in barometric pressure, there was an obvious change in the Ss' behavior. (PHR)

Investigates differences in three dating violence profiles. Analysis of participants surveyed (N=77) show that 66% of students reported mutual dating violence. Those in mutually violent relationships reported receiving and perpetrating significantly more violence than individuals involved in one-sided violent relationships as victims only or as…

Examined school officials' efforts to implement family and community involvement activities to reduce the number of disciplinary actions and ensure school climates focused on learning. Longitudinal data from elementary and secondary schools indicated that regardless of schools' prior discipline rates, the more family and community involvement…

Scores for academic performance, adaptive functioning, DSM-oriented scales, and empirically based scales on the Teacher's Report Form were compared for demographically similar samples of 7- to 16-year-old students assessed in 1981, 1989, and 1999. Problem scores increased from 1981 to 1989 and decreased from 1989 to 1999, with all effect sizes…

Thirty-four elementary and 22 secondary teachers were assessed on teachers' expectations regarding students' behavior and the types of problems for which they require technical assistance. Results are analyzed in terms of differences between special and regular education teachers, and teacher dimensions of experience, demandingness,…

A functional analysis involving interviews and direct observation was used to analyze the multiple disruptive behaviors of a kindergarten student. An intervention that combined reinforcement and teacher-cued self-monitoring procedures was implemented using an A-B-A-B withdrawal design. The procedures produced a significant decrease in the…

Assertive discipline can help teachers develop more consistent and effective communication strategies for influencing student behavior. Over a nine-week period, two teachers using assertive discipline reduced the off-task and disruptive behavior of a male kindergarten student by defining behavioral limits and providing positive and negative…

Presents data collected from both teachers and non-teachers concerning serious behaviors in the public schools. Results reveal that both groups tend to rank those behaviors they directly observe as being the most serious. Discussion focuses on the sources of differences between teachers and non-teachers and the general role the media plays in…

Describes research that focused on the design of an effective, economical, and easily implemented treatment for disruptive classroom behavior in both general and special education students. Multi-component treatment options included mystery motivators, token economy with response cost, and antecedent strategies delivered within a group contingency…