Describes the operation of the Vice Principal's Advisory Council (VPAC) at Montgomery High School, Skillman, New Jersey, which is used to provide a team approach to intervention in student problems. (JW)

The paper highlights motivation itself as a problem, suggests times when correction of the motivation problem should be the initial focus of intervention, and describes a framework and specific procedures for enhancing positive motivation and reducing avoidance as key aspects of correcting students' learning and behavior problems. (Author/MC)

Through a case study of the effects of a "paradoxical" intervention, the author shows how temper tantrums were reduced in a five-year-old cerebral palsied child. (Author/BW)

Two groups of 5-7-year-old behaviorally disturbed boys, involved in a group therapy program, were observed on several occasions near the beginning and near the end of the program in order to determine if there were changes in selected aspects of group structure and social behavior. (MP)

Evaluates the effectiveness of two components of parent training programs: (1) parents recording their own ignoring and rewarding behavior, and (2) verbal social reinforcement from peers and the consultant. Subjects were 40 parents of children (seven to nine years) with behavior problems. (MP)

Self Achievement and Growth through Education (SAGE) is a brief intervention program for behaviorally disturbed adolescents designed to develop coping skills so they may return to regular classes as soon as possible. (MB)

Available from: Journal of Pediatric Psychology, Child Study Center, 1100 N.E. 13th Street, Oklahoma City, Oklahoma 73117.

Evaluates the effectiveness of a peer intervention for disruptive behavior which was based on the results of a classroom-based functional analysis. Results indicate that peer attention, rather than teacher attention or escape/timeout, was associated with the most disruptive classroom behavior, suggesting that peer attention can reduce such…

Meta-analysis of 482 empirical studies on treatment of problem behaviors of individuals with mental retardation found that externally destructive behaviors are less successfully treated than socially disruptive and internally maladaptive behaviors. Also, response contingent procedures were significantly more effective than other procedures.…

Offers a six-step procedure for developing and implementing a response cost system for changing problem classroom behaviors of students with learning disabilities. Steps described are establishing classroom rules, rewarding compliance, selecting reinforcers, reducing noncompliance through response cost consequences, following through on…

This article describes the PAR (Preventing, Acting upon, and Resolving) Comprehensive Behavior Management System, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management. It highlights the content and processes used to introduce and sustain the…

Analysis of 117 research articles reporting use of behavioral interventions with single subjects with autism concluded that behavioral treatments are effective in reducing problematic behaviors. Type of target behavior and type of treatment did not moderate average treatment effect. Reliability of observation, number of treatment data points, and…

The Early Intervention Program of the Department of Behavioral Psychology at the Kennedy Institute and the Johns Hopkins University School of Medicine is a demonstration, research, and training program focused on the primary and secondary prevention of serious childhood behavior problems. Four assessment and intervention protocols are described…

Methods of dealing with students' inappropriate behavior, noncompliance, and conflict can be implemented at different levels within the school. Schoolwide interventions include expulsion, suspension, and physical punishment. Classroom interventions include time out, verbal reprimands and commands, logical consequences, and surface management…

Forty-three general educators were assigned to one of three versions of the Behavioral Consultation model, to assess the model's effects on problem behavior of difficult-to-teach intermediate-grade students. Observations of student behavior indicated that more inclusive Behavioral Consultation versions exerted stronger effects than the least…