Describes a training module that helps teachers and others working with children to address challenging behaviors. Discusses ways to assess problem behaviors, elements that influence behavior, and components of functional assessment. Offers questions that can help decode behavior. (RJM)

Describes a series of experiments designed to identify why the classroom use of timeouts sometimes failed. Results indicate that both treatment integrity and the function of student behavior problems were related to treatment success and failure. Discusses implications for the function of student behavior problems, treatment selection, and other…

Examined variables influencing teacher referrals regarding children suspected of having developmental or behavioral problems. Results indicate that younger children were not referred at a disproportionate rate, as compared to their older classmates. African American children were referred at a disproportionate rate for developmental handicap…

"Countering society's negative messages requires a planned, comprehensive approach that involves students, support staff" and the community, says Linda McKay, director of the Personal Responsibility Education Process (PREP) for St. Louis, Missouri, schools. Area schools have selected 49 different values as a focus for character…

This article describes a model to assist teachers in solving academic or behavioral problems of students with learning disabilities. The model uses the word PINPOINT as a mnemonic technique to address Problem identification, Importance rating, Noting the behaviors to develop, Possible solutions, Optimal options for the student, Ideal interventions…

Investigates bullying behavior in 8-12 year old children in Athens (Greece), using a self-report bullying inventory. Reports that 14.7 percent of children reported being victims of bullying, 6.25 percent stated that they were bullies, while 4.8 percent saw themselves as both. States that boys were usually in the latter categories. (CMK)

Study evaluated effects of traditional recess on subsequent classroom behavior of children diagnosed with Attention Deficit Hyperactivity Disorder. Results showed that levels of inappropriate behavior were consistently higher on days when participants did not have recess. Optimal recess period(s) may potentially promote academic achievement by…

Presents results of a qualitative study of four school psychologists' and four teachers' beliefs about causes of student behavior problems and their relation to preferred treatment, teachers' perceived role(s) in consultation, and beliefs about the process and efficacy of consultation. Thematic analyses of the data produced four themes that are…

Researches the efficacy of reality therapy and solution- focused brief counseling with elementary school students engaging in off-task behavior and demonstrates the utility of a single- participant design in conducting counseling research. Significant positive changes in the on-task behaviors of the students resulted from both approaches.…

Teachers with strict standards more frequently refer students with low levels of aggression to special education than do teachers with lax standards. The opposite is true for students with high levels of aggressive behavior. Teacher gender also correlates with decisions on special education referrals. (IAH)

Describes a fourth-grade student who had been in detention hundreds of times but who was attentive and well-behaved during tutoring sessions in reading. Argues that nothing is wrong with school rules, only with their consequences--detentions and suspensions isolate the student. (RS)

Curricular activity preference was determined for 3 students (ages 9-15) with moderate intellectual disabilities. Subsequent evaluation of the influence of activity preference on student behavior revealed that preferred activities were associated with reduced levels of problem behavior and increased levels of desirable behaviors. (Author/JDD)

This study analyzed effects of repetitive task size on rate of responding and behavior of five adolescents with autism and mental retardation. Compared to large-task conditions, small-task conditions resulted in higher on-task behavior and better work-related behavior for all participants and higher work rate for four participants. (Author/PB)

This case study focused on an adult with severe disabilities and multiple problem behaviors fitting a pattern of behavioral escalation. Functional assessment indicated that use of rule statements by the teacher was related to occurrence and escalation of problem behaviors. Elimination of rule statements was an effective instructional intervention…

This article examines the concept of negative reinforcement in relation to the maintenance of off-task and disruptive behaviors in classrooms. Suggestions are given for determining whether negative reinforcement (in the form of escape from the instructional task) or teacher attention is maintaining the behavior. Suggestions for making tasks less…