Studies the development of self-regulation in school-aged children's help-seeking behavior within a Vygotskian framework. Hypothesizes that studying two age groups would allow definition of two levels of capacity for self-regulation. Shows that the level of self-regulation depends on both age and academic achievement, with older, high-achieving…

Evaluated an in-school mentoring program for underserved elementary students that emphasized personal and social responsibility (self-control, respect, effort, participation, self-direction, and helping others). Student interviews and teacher and mentor journals indicated that students were able to apply the goal of effort to classroom learning…

Schools have widely used suspension and related punitive practices, in spite of their proven ineffectiveness. This article discusses the role of Aggression Replacement Training (ART) as part of a schoolwide positive behavior support initiative. Grounded in theory and research, ART focuses on the proactive teaching of acceptable behaviors to…

The current study examines the social and behavioral development of school-age children with different histories of overweight onset. Eight thousand children from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) participated. Three groups of children were identified for analysis: (1) those who were persistently overweight from…

A group of fifth-grade students who had persistent problems at lunch and recess were identified and provided with direct instruction in pro-social skills. These skills were taught by the authors in a two-week program that they called the "Alternative to Lunch Program for Students" (ALPS). This action research study measured the impact of…

This booklet informs teachers, administrators and other educational personnel about how students learn to regulate their own behaviors, which kinds of behavior are pertinent to successful learning in schools, and what processes can bring about agreement on behavioral standards among students, parents and school personnel. A review of theory and…

Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a…

Discipline alone is not enough to make a school a better teaching and learning environment. Like punishment, discipline applied as control can cause more difficulties than it remedies; continual emphasis on discipline with constant surveillance by the teacher for infractions may produce more problems than it solves. By clearly connecting learning…

From a special feature on "Violence & Agression. Other articles in the feature include "Agression in the Classroom by Fritz Redl, "Anger in Children by George V. Sheviakov, and "Scapegoating by Beryce W. MacLennan.

Claims that students' self-discipline is the key factor in learning and that the structure of the school is the key factor in developing self-discipline in students. Suggests ways schools can develop awareness of the effects of their structures on student behavior and learning and make appropriate improvements. (PGD)

Principles of teaching students with special needs the processes for self-regulation of their behavior are offered, for the four components of self-instruction, goal setting, self-monitoring, and self-reinforcement. Forms of self-instruction are described, with examples, and sample recording systems are provided. (DB)

Discusses the effectiveness of a group self-management procedure (involving opportunity to perform a behavior, performance self-assessment, matching with the teacher, and reinforcement contingent on a student-teacher match) for increasing the on-task behavior of four disruptive preschool boys. Presents results regarding child engagement behavior,…

In a comprehensive survey of the literature title "Coping With Violence in the School System," Benbenisti, Astor, and Marachi (2003) map out the programs being deployed throughout the school system today. Those programs listed are "peace builders," "second step," "Richmond's youth against violence,"…

Self-monitoring is used to increase on-task behavior of students by encouraging them to monitor their own behavior (Hallahan, Lloyd, & Stoller, 1982). According to Daly and Ranalli (2003), there are many benefits of self-monitoring: (1) It is an effective tool for changing behavior; (2) It promotes generalization of the appropriate behavior to…