Teachers completed the Connors' Teacher Rating Scale on 100 boys (ages 6-8) who either had attention deficit-hyperactivity disorder (ADHD), mental retardation, both ADHD and mental retardation, or no disability. Children with mental retardation were generally more anxious than normal peers, but there were few differences between the normal IQ ADHD…

Addresses questions such as why children have temper tantrums, how teachers and parents should respond to a demanding child, and how behavioral outbursts can be used to help children deal constructively with powerful emotions. Distinguishes between normal and severe tantrums, and conceptualizes and suggests intervention techniques. (BAC)

Examined the association between developmental outcomes, such as social competence, and child-rearing practices and attitudes in a sample of 38 preschool-aged foster children and their foster mothers. Findings indicated that higher quality child-rearing practices consistently were associated with fewer emotional and behavioral problems, and that a…

Discusses development of Post-Traumatic Stress Disorder (PTSD) in children living in violent homes and communities. Discusses the role of teachers in creating classrooms that feel safe. Notes the importance of relearning safety to children who have PTSD. Describes strategies to create feeling of safety in the children. (BAC)

A benefit-cost analysis was conducted to compare services for 11 individuals with severe mental retardation and challenging behaviors who had been moved from an institution to a community setting. Overall, the community-based program costs represented slight public savings over costs in the state institution. Less quantifiable benefits were also…

Examined the relationship between teachers' ratings of classroom behavior and fourth graders' achievement. Inattentive-withdrawn and disruptive students were identified. Found that inattentive-withdrawn behavior was associated with depressed academic performance at least as much as disruptive behavior. Results suggest that teachers attend more to…

Although special units for students with emotional and behavioral difficulties are supposed to be integrated within British comprehensive schools, study of one unit revealed a complex process of labeling and stereotyping that marginalized these students, a large proportion of whom were from minority groups. (SK)

Shows how troubled students who usually act tough and indifferent open up and become interested in learning and willing to show their weaknesses in an in-school suspension environment. Argues that such students need increased skills and a safe environment, movement toward creativity and compassion, and movement away from thoughts of survival. (TB)

Ninety-five teachers participated in a peer collaboration process, involving structured dialogue to promote teachers' use of alternative interventions for students with learning and behavior problems. The intervention group, compared to controls, had reduced referral rates, increased confidence in handling classroom problems, increased positive…

Discusses how teachers can deal effectively with children with challenging behaviors in the Head Start context. Suggests that the continuously changing profile of today's family demands a therapeutic model to adequately address the intense needs that many children have because of increasing poverty and violence. Highlights the need for appropriate…

Argues that effective sociomoral group treatment programs must not only motivate but also remedy the limitations of antisocial youth who would help one another change. Proposes a program with program implementation, outcome evidence, and a plea for program evaluation. (CFR)

Presents an analysis of discipline referral data collected in an urban middle school and discusses the impact in terms of time and resources devoted to discipline at the expense of learning. The article describes a strategic plan formulated by middle school faculty and administration, as well as other student-centered techniques, in creating more…

Ratings of emotional responsiveness of preschool children revealed more aggression among males than females during the infant-toddler period, but no interaction effects of group care entry status and sex of child were found. When young males exhibit differentially more aggression and noncompliance than females in daycare settings, other factors…

Cherlin argues that Gill's procedural criticisms of Cherlin's work are groundless, and underlying themes of both of Gill's articles do not guide public policy concerning children and families. Gill's response to Cherlin notes that anecdotal evidence shows that increased availability and social acceptability of divorce cause more marital problems.…

The Conners Rating Scale was used to identify psychoeducational, neuropsychological, and sociobehavioral variables in attempting to define subtypes within a population of 95 children (mean age 10.6 years) with learning disabilities (LD) or documented brain damage. Results supported the sociobehavioral component in LD subtyping and parallels…