The history of the educateur in France, Canada, and the United States is discussed along with the role of the educateur of behaviorally disordered youth. Three unique features of the educateur model are outlined: (1) time spent with clients, (2) quality of interactions, and (3) function as a team member within the child service agency. (Author/CL)

The author examines two topics which he suggests challenge the foundation of work in behavior disorders in the 1980s: (1) the new political ethos that exerts pressure not to identify children with deviant behaviors; and (2) the need for a new psychology in the field that takes into account previously neglected cultural issues and images.…

Scores of 20 court-identified and 20 school-identified violent and assaultive youth were compared on the Revised Wechsler Intelligence Scale for Children and the Peabody Individual Achievement Test. The possibility that court-identified violent and assaultive youth have more severe cognitive deficits that contribute to their excessively aggressive…

Guidelines are offered regarding use of Teaching Children Self Control, a curriculum combining affective and cognitive tasks. Implementation and organizational approaches are discussed along with suggestions for developing a management system and deciding on mode for presentation (theme or subject teaching). Research on the curriculum's…

This review assesses current behavioral approaches for controlling aggression in children and develops hypotheses regarding the motivation for aggression in these children in order to formulate guidelines for further research. (RH)

The article describes a program model for meeting the needs of a widely diverse range of clients using nonaversive strategies to deal with severe behavior problems in community environments. Data from two years of implementation and follow-up designed to evaluate the program are also presented which support the effectiveness of the model.…

Adolescent boys and girls, identified as either behaviorally disordered (N=166) or normal (N=183), were rated by teachers on the Behavior Problem Checklist (BPC), with such results as significant differences for pupil category, BPC dimension, and category by dimension interaction, but no significant differences for sex. (MC)

Three behaviorally disordered mainstreamed 10- to 12-year-old students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. All three subjects were able to modify the amount of teacher help they received in the regular classroom.…

Investigates how socioeconomic status, sex, and age of admission to a child psychiatry ward influenced the clinical picture of aggressive conduct disorder among 58 affected children. As little evidence of variation in any of the three variables was found, results reinforced the idea that the disorder is a valid psychiatric syndrome. (RH)

A mood chart allows learning and/or behavior disabled students (8-12 years old) to evaluate and monitor their present mood. The chart can also be used to analyze the relationship between mood and inappropriate behavior, to communicate with parents, and to promote children's awareness and understanding of each other's feelings. (CL)

Examined self-efficacy in children (N=24) with conduct disorders. Subjects were given success or failure feedback for a series of problems, and task persistence was evaluated. Results indicated the success group had significantly higher self-efficacy following feedback. There was a positive correlation between task persistence and self-efficacy.…

Results indicated that, on the whole, social interactions among behaviorally disordered elementary Ss were both positive and reciprocial in nature. In addition, no discernible differences were noted between the target-initiated social behavior of high- and low-status students. Specific differences were found in peer social behavior directed toward…

An 18-year-old youth placed in a residential state mental health facility because of social skills deficits participated in treatment over a 48-day period in which the student was observed in four settings. Results suggest that the skills taught--greetings and thanking behavior--were maintained and generalized to three natural settings. (Author/CL)

Research of psychosocial treatments from rumination in mentally retarded and nonretarded persons is reviewed. Both psychodynamic and behavioral treatments are discussed, and general methodological deficiencies are registered in terms of sample descriptions, design, dependent measures, interobserver reliability, side-effects, procedure,…

Ten women volunteers were trained as teachers of child management skills to parents of behavior-disordered preschoolers. Evaluation of the project's outcomes using a consumer satisfaction survey, parent ratings on a problem behavior checklist, and staff ratings of goal attainment, showed major changes in child behavior maintained at three-month…