Surveyed 50 elementary teachers who rated problem behaviors to indicate how much the behaviors disturbed and concerned them. The results suggested that teachers are more concerned about behaviors than disturbed by them. However, teachers were both disturbed and concerned about aggressive interaction with and between students. (Author/JAC)

John Hellier, the head of Brislington School at Bristol, describes an adjustment unit for disturbed students and the ingredients necessary to make it a success. (RK)

This article is based on research findings at the Educage program in New York. The dramatic changes observed in student behavior are closely related to the supportive, friendly, happy, relaxed and accepting environment of Educage. It is felt that obligations to the student transcend the mere imparting of fundamental skills and information; the…

A retributive perspective, in which punishment must be the response to a misdeed regardless of the misdeed's consequences, provides a more substantive approach to the disruptive student than does the presently accepted rehabilitation-utilitarian perspective, which only advocates the punishment of misdeeds that do not promote institutional goals.…

Sixty sixth graders were assessed for their level of moral development and rated by their teachers on classroom conduct. Children who employed lower stages of moral reasoning displayed more conduct problems and displayed more variability in their conduct ratings. (Author/BW)

An exploratory study on blind children's ability to differentiate between normal and two disordered behaviors and their attitudes toward the behaviors involved 12 congenitally, totally blind children in three age groups (five to eight, nine to 12, 13 to 17) selected from public schools. (Author)

Discusses how the ideal of inclusive practice is realized in one Norwegian third grade classroom that includes two boys with severe behavioral problems and many students from difficult home situations. The teacher's response, grounded in her own personal history, was to strive to make the school a memorable place for all children. She believed…

Suggestions are made to help physical education teachers manage disruptive students, increase on-task instruction time, and develop a systematic approach to avoiding confrontations in class. (IAH)

Describes elementary principal's herculean efforts to obtain higher level of service for problematic second grader. Thanks to mainstreaming requirements of the Individuals with Disabilities Education Act, moving this student to a "more restrictive environment" took almost nine months, hundreds of hours of work, and thousands of dollars to achieve.…

Examines effectiveness of standardized time-out (TO) procedures and time-out procedures modified to incorporate the contingent delay when children continue to misbehave during their punishment. Both regular and modified TO procedures resulted in significant reduction in noncompliant episodes. Generalization of study's results was hindered by…

Study provides a descriptive profile of alcohol consumption patterns of adolescents in a southern state from four time periods over the past decade. Also examines the relationship between alcohol initiation and binge drinking behaviors and sexual initiation, pregnancy, multiple sex partners, and violence. Regression analyses showed very modest…

In survey responses from 409 of 611 nursing schools, all respondents identified student disruptive behaviors, including inattentiveness, attendance problems, and lateness; 24.8% cited objectionable physical contact of teachers by students; and 42.8% reported verbal abuse of clinical instructors by students. (SK)

Schools are now required by law to create behavior support plans based on functional behavioral assessment (FBA) for students with behavior problems. Although FBA has been shown to be effective, there are questions as to its feasibility in the schools. In this pilot study we examined the effectiveness of a truncated FBA procedure. The FBA used a…

The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to…