Study supported by grants from the National Istitutes of Health, U.S. Public Health Service (MH-11979-01), and the National Science Foundation (GS-1847).

Corporal punishment is one teacher-child interaction harmful to children. Corporal punishment inhibits learning, interferes with the accomplishment of each of the important developmental tasks of children and their teachers, and has the potential for physical harm to the child. Corporal punishment should be considered as child abuse and prohibited…

Explains the concept of behavior modification and describes techniques of positive and negative reinforcement. (ED)

Thirteen suggestions are made to the teacher on the establishment of classroom control; the use of various methods of punishment, including grades and extra homework; and ways of dealing with recurrent behavior problems. (SJL)

The article discusses the use of corporal punishment in schools, and its implication for handiccapped children. (Author/DLS)

The paper suggests guidelines for administrators to determine the use of punishment for retarded clients. (CL)

Discussed are guidelines concerning informed consent by parents and guardians when aversive treatments for developmentally delayed persons are considered, and provided is a model consent form. (IM)

To help you keep current in the ever-changing world of teaching. (Editor) Aspect of National Assessment (NAEP) dealt with in this docvment: Program Description.

Defines aggression, discusses two theories regarding aggression in the human being, and the effects of punishment, role modeling, and violence on aggressive behavior. (RK)

Emerging approaches for dealing with inappropriate behaviors of the disabled involve conducting a functional or structural behavior analysis to isolate the factors responsible for the aberrant behavior and implementing corrective procedures (often alternatives to punishment) relevant to the function of the inappropriate behavior. (Author/DB)

Uses three specific classroom dilemmas to promote understanding of ethical issues and reasoning involved in teaching. Examines the conflicting principles of benefit maximization and equal respect for persons as a springboard for moral reflection. (MLH)

A theory of the assignment of moral responsibility and punishment for harm was tested with 5- to 11-year-old children. Results indicated sophisticated use of moral concepts from 5 years. Developmental trends suggested increasing sensitivity to these concepts, greater tolerance for harm doing, and more emphasis on restitution than punishment.…

According to John Wilson, the punishment of children is logically necessary, or inevitable, and punishment is the necessary concommitant of serious education. It is argued here that Wilson has not successfully established his case for the necessity of the punishment of children. (RM)

John Wilson defends his belief that the punishment of children is logically necessary, or inevitable, and that punishment is the necessary concommitant of serious education. (RM)

Interpreted is the novel, "The Massacre at Fall Creek," that dramatizes an event that occurred in Indiana in 1824 in which White men killed unarmed Seneca Indians. The Whites were brought to trial, convicted, and hanged. The novel demonstrates the moral ambiguity that often characterizes responses toward crime and punishment. (RM)