How principals can be most effective in dealing with and serving emotionally disturbed or socially maladjusted pupils, while recognizing the demands and interests of teachers and parents at the same time, is considered. Much of the success in moving ahead to serve disturbed children with new formats is said to depend upon the principal and how he…

The pamphlet discusses methods of recognizing and responding to behavior that can culminate in suicide, with emphasis on adolescents and young adults. Incidence and types of behavior--self-assaultive, self-destructive, and suicidal--are described, clues to aid in the identification of potential suicides are provided, and ten preventive steps are…

The Pendleton Project, an interdisciplinary program for 6- to 12-year-old behavioral problem children is described. It is explained that the project is concerned with early detection and reeducation of maladaptive behavior. Diagnosis and service delivery is said to be carried out by three teams: the Project Services Team primarily concerned with…

The author explains behavior in terms of reinforcement and provides some suggestions and guidelines for teachers in setting goals for students and influencing student behavior. (IM)

Three experiments are reported in which the effects of oral overcorrection, used as negative reinforcer, were determined for thumb sucking and other behaviors in two 4-year-old children enrolled in a day care program for culturally disadvantaged behavior-disordered preschoolers. (GO)

The article offers advice to special education teachers when they are consulted by regular teachers on learning and behavior problems. (PHR)

D. Campbell and D. Fiske's multitrait-multimethod matrix was applied to data from two independent social learning measures designed to evaluate procedures used to aid 47 aggressive children (5-15 years old). (Author/CL)

Teachers are advised to react constructively to class jokers by understanding that the student may be a gifted-talented person seeking attention or peer acceptance. (CL)

Six mildly to severely mentally retarded 10- to 16-year-olds were given 10 to 45 minutes of interpolated reinforcement (additional to existing unplanned reinforcement) for target behavior that interfered with habilitation. When the interpolated reinforcement was discontinued, the forms of responding returned to those of initial baseline and the…

Procedures are proposed for increasing the accuracy of generalization assessment in applied behavior analysis with behavior problem populations by accounting for the degree of natural covariation between treated and untreated behaviors. (Author/DB)

Two experiments with four autistic children (ages 5-13) demonstrated that reinforcement of appropriate toy play was an effective means of reducing disruptive behaviors of autistic children in unsupervised settings. (Author/DB)

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

The article describes the Pupil Assessment Summary (PAS) designed to help educators organize data on students with behavior disorders using four categories: disturber element (focus of problem); problem behavior element (specific behaviors); setting element (when/where problem behavior occurs); and disturbed element (who regards the behavior as a…