When a child with a disability behaves in a manner which threatens the safety of other children and staff in the school, school authorities are faced with a dilemma. The balance between the competing interests of individuals and the school community is never more clearly seen than in such a situation. The child has a right to participate equally…

This review of recent research offers practical suggestions for maintaining discipline in the classroom. The first half discusses, in outline form, techniques for preventing classroom disruption, action to take when problems arise, and when to use punishment. The second half examines specific ways to deal with student misbehavior. An outline lists…

Reviews problems involved in disciplining disabled students with behavior problems as a result of the Education for All Handicapped Children Act. The case of "Honig V. Doe" has reached the Supreme Court but may be declared moot. Urges school administrators to warn parents of disabled students that the police will be called if students…

Describes a disciplinary technique based on a Student Behavior Report that involves immediate feedback for student infractions and cooperation from administrators, teachers, parents, and students. (MD)

Group reinforcement procedures were effective in increasing on-task and rule-following behavior of a third-grade class of 52 students that included four behavior problem students referred to special education. Intervention included the teachers setting a class goal and the class selecting a group activity for meeting the goal. (CL)

Assertive discipline is a slick response to the genuine frustrations of teachers trying to manage large classrooms of energetic students. Assertive discipline panders to teachers' defensiveness about their work and ignores significant rights that students have. (CJ)

A teacher describes how he took control of a notoriously "tough" fifth and sixth grade class by opening lines of communication; establishing rules; designating responsibilities; emphasizing pride, self-control, and teamwork; and building confidence. (Author/SJL)

Describes some of the efforts colleges are taking to discourage disruptive behavior by students in the classroom. Many of these initiatives have been requested by students themselves. Most depend on setting clear expectations for student behavior. (SLD)

Assessed teachers' (N=103) ratings of acceptability of classroom time-out procedure as a function of problem severity (mild versus severe), different interventionists (teacher vs. school psychologist), and reported effectiveness (effective versus no information). Found time-out significantly more acceptable for severe problem behaviors; it…

Offers a rationale for the use of sanctions as a therapeutic strategy for impulsive college students. Describes problems encountered when implementing them. Notes that sanctions that help students control their impulses are actively therapeutic, not reactively punitive. Concludes, when sanctions remain firm, students can begin to realize that they…

A purposeful and positive approach to discipline benefits all members of the camp community. Staff should take a proactive approach to discipline by considering the basic needs of campers and keeping campers appropriately busy. Inappropriate behavior should be handled by discussing the behavior privately with the camper. (KS)

Examines the nature of discipline in the monitorial school by referencing Lancaster's original school model. Illustrates how classroom design can impact discipline. Explores two of Lancaster's topics, looking at influences the British monitorial school had on its North American counterpart. (AS)

Campers will be active and will test their limits; behavior problems are inevitable. If the reason for the behavior can be identified, it can be dealt with much more easily. Discusses seven roots of behavior problems, and what to do when campers violate the rules. A sidebar presents 21 strategies for dealing with challenging behavior. (TD)

Describes The Social Development Program, a way to foster social responsibility and in the process reduce unacceptable classroom behavior simply and easily. The strategy is based on several principles: positivity; empowerment by choice; the importance of self-evaluation and self-correction; assumption of social responsibility; and authority…