Argues that teachers have become so enmeshed in the structure and routine of reading programs that they fail to involve their students. They need to reexamine their techniques and redefine their goals. (RW)

Compares classroom practices of 20 years ago to those of today and points out that though we know more now, our techniques have not changed much. Suggests that behavior problems may result from insensitive instruction. (RW)

Paper presented at the annual meeting of the American Orthopsychiatric Association (New York, New York, 1969).

A review of studies in which signing or symbol use has been taught to autistic individuals suggests that these techniques can provide a means of communication and language development for the autistic, including mute and retarded children. (RH)

A model which describes the major decisions a teacher makes during instructional planning is discussed. The theory presented is derived from human learning research that addresses itself to individual differences. (RM)

Examined direct and indirect coping styles of school-age mothers (N=61) and counselors (N=28) working with school-age mothers. Analysis revealed school-age mothers preferred indirect coping strategies (e.g., avoidance), whereas counselors perceived the direct coping strategies of assertion, negotiation, and demanding as more helpful. (WAS)

Investigated the relationship of shyness in children (N=103) to the constricted flexible dimension of cognitive control. Findings showed a significant difference in performance of the shy and nonshy group on the Stroop Color-Word Test. The shy group was less effective in maintaining performance in the presence of interfering stimuli. (JAC)

Studied the risk-taking behavior (i.e., smoking, intemperate drinking, and failure to fasten seat belts) of 4,539 Canadian adolescents. Results showed adolescents who lived in intact families engaged in less health-risk behavior than adolescents from separated or divorced families. Results from widowed families were mixed. (JAC)

Explored the relationship between psychological differentiation and locus of control among compulsive adolescent substance abusers (N=14) in a therapeutic community and their parents (N=27). Concluded that compulsive adolescent substance abusers are psychologically undifferentiated, and involved in a pseudo-individuated relationship with their…

Benefits can be gained through the introduction of principles of analysis from a moral perspective. Students should be encouraged to develop modes of moral reasoning and conduct through group discussion, values clarification, and individual expression. (CJ)