The article examines the concept of aggression and ways in which aggression is experienced by children. The importance of planned intervention based on good intent is stressed. (CL)

Assessment of school violence should take into account the interaction of factors in three general categories: home and community, school, and personal factors. Assessment of classroom violence should yield data indicating who and what should be modified and in what manner the changes should take place. (CL)

The article offers guidelines for crisis prediction, preplanning, support team development, and post-crisis management that can handle aggressive behavior and convey to the child the existence of a legitimate system for enhancing positive self control. (CL)

Behavior of aggressive and passive aggressive students is explored and teacher intervention is considered in terms of a four phase cycle: (1) frustration (teacher offers support); (2) defensiveness (teacher sets limits); (3) aggressive/passive aggressive acts (teacher physically intervenes); and (4) reestablishment of self control (teacher…

Considerations which should be evaluated prior to physical intervention with an aggressive student are discussed. Teachers should know local and state guidelines, know when and with whom to use physical intervention, use preventive planning, recognize student behavior indicating a potential outburst, and question themselves before intervening.…

Analysis of parents' reports on social competence and behavioral problems for 123 learning disabled boys aged six to 11 revealed that on average, the parents reported significantly lower levels of social competence and more behavior problems than normative samples of parents. (Author/CL)

Guidelines are offered to parents and teachers for dealing with "normal" and aberrant theft while maintaining respect for the child's right to privacy. It is noted that theft is resistant to traditional intervention; however, successful behavioral interventions have been devised. (Author/CL)

In two of three ninth grade classes the introduction of daily quizzes resulted in reduced levels of disruptive behavior. However, following the introduction of public posting of each student's daily quiz scores, disruptive behavior declined in all three classes, while small to moderate increases in mean academic quiz scores occurred. (Author/CL)

Problem solving groups have helped young pupils to solve their social and behavioral problems. Examples of students' progress are offered and the program's expansion is described. (CL)

Addresses problem of patient noncompliance with regimens of prescribed medication, with attention to incidence and illogical nature of this behavior. Psychological theory of cognitive dissonance is suggested as appropriate to understanding some aspects of noncompliance because medicinal preparations represent stimuli that are not necessarily…

Analyses were performed by sex on four waves of panel data from high school and college-age cohorts, using adolescent/college-age data as well as data from young adulthood, and on multiple subsamples of adolescents who participated in the 1978 National Study of Adolescent Drinking. Results showed one common factor, unconventionality, accounts for…

Results indicated that learning disabled (LD) children performed less well than non-LD children on tasks requiring internal strategies or plans. With one exception, hyperactive and nonhyperactive LD children performed similarly. Across groups, children with more behavioral problems also were children who used less mature cognitive strategies.…

The author defends the use of special units for disruptive students and describes aspects of the unit in Brislington (England), which incorporated accountability, voluntary attendance, limited withdrawal from the mainstream, and counseling. (CL)

The paper presents data suggesting that differential reinforcement procedures can be used to control multiple maladaptive behaviors of severely multihandicapped persons in group situations. Modifications of traditional differential reinforcement scheduling and interval calulations, are introduced. (Author/CL)

Studies of the prevalence of behavior problems among deaf students are reviewed. Conflicting findings are noted, but deaf populations are seen to evidence socially inappropriate and impulisve behavior and poor psychological adjustment. (CL)