This article provides a review of current practices and tools used in the proactive screening of behaviorally at-risk students within the context of schooling. While there are many obstacles to the early detection of vulnerable students, some recent developments have helped make educators more receptive to early identification and prevention…

The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally…

This study addressed questions about the relations between personal characteristics and aspects of home environments and young children's subsequent academically relevant peer interaction behaviors in kindergarten in a sample of 108 preschool-age children (57 males, 51 females) from 2 Midwest cities and neighboring communities. A year prior to the…

Part of "Students and Drug Abuse, prepared by the Public Information Branch and Center for Studies of Narcotic and Drug Abuse, National Institute of Mental Health, in cooperation with the staff of Today's Education.

The discussion, addressed to teachers, enumerates and describes behavioral characteristics which are commonly attributed to the learning disabled child. Characteristics covered include hyperactivity, dis-inhibition, inability to handle frustration (catastrophic reaction), perseveration, distractibility or reaction to detail, intensity of response,…

Describes a comprehensive behavior management system that provides a professional base for school programs and long-term teaching efforts to produce responsible citizens. Schools can help change society's discipline-punishment philosophy by establishing appropriate administrative structure and training goals stressing openness, honesty, sincerity,…

Lying is a symptom of a much broader problem. Primary motivations are need for acceptance, fear of punishment, and desire for attention. Children learn about honesty through observation, both directly and indirectly. Admitting mistakes, especially to children, is invaluable and can help break the lying syndrome. (MT)

The unit for disruptive children at Hungerford is run on behavior therapy principles. The director of the unit, David Lane, outlines the program objectives at Hungerford. (Author/RK)

This paper attempts to describe a year long program with minority group students characterized as unruly, aggressive, rebellious and withdrawn. The purpose of the program was to accentuate worthy behavior without losing their own cultural background, reduce defensiveness, and develop positive attitudes toward the school and community. (Author)

The author discusses factors in stealing and their application to the classroom. (BY)

The author questions whether some children really want to be hit or whether they are in fact looking for attention. (MM)

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…

Presents three basic tenets of what form the foundation of an effective behavior management system to help beginning teachers at any level, particularly middle school. They include: always listening to the student's side of the story; being consistent in discipline; and knowing when to go higher (e.g., sending the student to the office). (SM)

The implementation of school-wide positive behavior support (PBS) initiatives has experienced considerable success. Student behaviors have improved, and teachers' attitudes about the remediation of misbehavior have become more positive when PBS is used. When teacher practice results in a positive outcome, there is a corresponding increase in…

This guide is intended to help elementary school educators as well as school and district administrators develop and implement effective prevention and intervention strategies that promote positive student behavior. The guide includes five recommendations and indicates the quality of the evidence that supports them: (1) Identify the specifics of…