The conceptual and methodological aspects of various systems of counseling and psychotherapy are evaluated in relation to characteristics of the mentally retarded. A behavioral approach to modification of problem behaviors is presented as an alternative to the range of counseling and psychotherapy approaches reviewed and considered ineffective and…

Students rated as aggressive-disruptive by teachers were found to achieve at significantly lower levels after 5 years than socially approved students. (KW)

In general, teachers' referrals of students with problems to personnel services reflect a concern on the part of the teachers for the educational needs of the pupils under their supervision. (CK)

A group contingent free time procedure was effective in reducing disruptive behavior of third-grade children in math and language arts settings. (CL)

Analysis of scores for 70 nonhandicapped students (grades 1, 3, and 5) on the Teacher Checklist of School Behavior and a peer nomination sociometric scale revealed that Ss rated by teachers as having more frequent characteristics of emotional disturbance were likewise the students receiving the fewest nominations by peers. (CL)

A five-and-one-half-year-old boy with encopresis (fecal soiling) was successfully treated by a cognitive behavior modification approach in which the child's lavatory time was scheduled and the situation was discussed in an accepting but positive manner. (CL)

Random sampling showed that educable mentally retarded (EMR) students were no more likely to be suspended than nonretarded students. Comparison of suspended EMR and nonretarded (median age 13 years) students indicated that nonretarded students were more likely to be suspended for drug and alcohol-related offenses and other disruptive behavior.…

The article presents a discussion of nutritional aspects of behavioral disorders and two charts of substances as related to the research literature, physical symptoms, and specific questions on a checklist of clinical symptoms indicative of behavior disorders. (DB)

Three behavior rating scales were filled out by teachers for the entire first grades of three public schools, totalling 225 children. Factor analyses on this nonclinical sample yielded different factors from those found previously on clinical samples. (Author)

Postulated three correlations to explain school misbehavior: (1) a positive relationship between stimulus-seeking and school misbehavior; (2) a negative relationship between perceived school environment and school misbehavior; (3) an interaction between stimulus-seeking and perceived school environment on school misbehavior. (Author/DB)