Seven autistic and other severely dysfunctional five- to seven-year-old boys were each given a soft, hard, and wheeled toy in random sequence. The soft toy evoked more inappropriate play behaviors and high levels of self-stimulation across subjects than either the hard or the wheeled toys. (Author/MC)

D. Smith replies to L. Polsgrove's criticisms of Smith's earlier article (EC 133 830) on seclusionary timeout for children with emotional/behavioral problems. Smith suggests that in several studies timeout was seen by the children as a way of relieving the classroom's stimulus overload. (CL)

Life Space Interviewing (LSI) can be useful in dealing with students with behavior problems. LSI focuses on real events and takes into account the mood of both the child and adult. Five steps in conducting LSI are applied to a hypothetical classroom incident. (CL)

The authors present guidelines to assist teachers in planning and implementing timeout procedures for managing disruptive behaviors in the classroom. Included are a list of different types of timeout procedures and an implementation checklist for use in planning timeout procedures. (Author/SB)

Contains a poem about children with emotional and behavior problems. (AM)

Studies of deviant behavior in the work setting have assumed that an important factor is the employee's perception of the quality of the work experience. This study shows that measures of job satisfaction are significantly related to reported involvement in both property and production deviance in the workplace. (Author/SK)

Reviews research showing that nutritional therapy can be used to manage children with behavior disorders or language and learning problems. (FL)

After the introduction of the stimulus (an illogical explanation of the cause of the behavior) the frequency of S 1's verbal outbursts and S 2's yelling out decreased markedly while S 3's completion of math problems increased significantly. (Author)

Common patterns of responding to the emotional/behavioral problems some deaf children exhibit in the classroom are compared. School programs serving deaf children can use this comparison as a basis for self-evaluation and planning. (Author)

Problems described include over-dependency, vacillation about dependency, and resistance to authority. The plan for intervention entails accurate reflection of cognitions, capitalizes on anti-expectation, and minimizes complications that a vigorously confrontive method often intensifies with adolescents. (Author/RH)

Focus of this column is on problems gifted children encounter when school is not challenging. The authors respond to parents of gifted second- and tenth-grade students who have behavior problems. (PHR)

The article describes three major types of diet-related conditions which lead to behavior disorders in school-age children--hypoglycemia, vitamin/mineral deficiencies, and allergies to food and food additives--and discusses diet control in the management of such conditions. (DLS)

Examines what the author calls a "Carry-Over Crisis". The diagnostic pattern of a Carry-Over Crisis involves a student who overreacts to some typical frustration, such as teasing, with unusual intensity and anger. Diagnostic thinking about this overreaction may lead to the assumption that it is the result of displaced anger about something or…

Answers J.E. Bates' discussion of a study by Sanson, Prior, and Kyrios on conceptual overlap between measures of temperament and behavior problems. Discusses the adequacy of measures used in temperament and behavior constructs and the relationship of temperament and behavior problems to internalizing problems. (SH)