The article discusses the value of teaching self-monitoring skills to students with mild behavior disorders and offers specific strategies for teaching them to use the process. Among procedures recommended are to define the behavior explicitly, simplify behavior counting and recording, and practice the process. (CL)

Students (N=1935) aged 6 to 18 years, identified as either learning disabled or nondisabled were rated by their teachers on the Behavior Problem Checklist. Analyses indicated that learning disabled students were best discriminated from nondisabled by problems of attention, motor, and personality. There were significant differences for both sex and…

Effective treatment procedures for a nine-year-old boy with elective mutism and selective inactivity included increasing the frequency of situations in which he could already speak and decreasing the frequency of those in which he seldom spoke (specifically coercive situations). (CL)

The Individual Behavior Management System can serve as a tool for special education personnel in working with parents whose children experience behavior problems. The needs of students, the necessity of family involvement, and the importance of communication among family members and school personnel provide the theoretical basis for the system.…

Discusses, with special reference to socially disapproved conduct, possible family and school influences on behavioral development. Influences are discussed in terms of alternative explanations for causal inferences relating environmental variables and children's disorders; mechanisms and processes; persistence of environmental effects; and…

Treatment of 35 children (between 1 and 5 years of age) with sleep disorders was focused on helping the child stay in bed quietly if awake and to settle into sleep without parental attention. Improvement occurred in 77 percent. Results illustrate effects of treatment sample selection and indicate dangers of generalizing findings. (Author/RH)

Treatment of an eight-year-old severely mentally retarded girl's repetitive spoon banging consisted of saying "no bang" and pulling a terry cloth bib over the subject's entire face for five seconds. High frequencies of spoon banging during nontreatment conditions rapidly decelerated when facial screaming was in effect. Follow-up data indicated…

The relationship between teacher mobility and student behavior is examined, and findings note that inappropriate behaviors decrease as teacher mobility (change from the front of the room) increases. Student/teacher interactions also increase as teachers move about the room. (CL)

Three groups of children (rejected, neglected, and accepted) were identified for boys and girls separately and were compared on peer behavioral attributions, teacher ratings, analogue assertiveness task, and self-evaluation. Rejected children were clearly distinguished from their same-sex neglected and accepted classmates and were described by…

Adolescent boys and girls, identified as either behaviorally disordered (N=166) or normal (N=183), were rated by teachers on the Behavior Problem Checklist (BPC), with such results as significant differences for pupil category, BPC dimension, and category by dimension interaction, but no significant differences for sex. (MC)

Disruptive behavior of 64 subjects in trainable and educable mentally retarded classrooms was observed over a four-day period. Although mean disruptive behavior occurred in relatively low levels, considerable variability was evident with some differences observed in the nature of disruptive behaviors between TMR and EMR subjects. (Author)

Results revealed a significant main effect on the behavior variable and a significant Personality x Race interaction on all inventory dimensions, suggesting that regular teachers perceived maladaptive behavior of mainstreamed retarded students as a threat to a conducive instructional atmosphere and the achievement of nonretarded students. (Author)

Describes a disciplinary technique based on a Student Behavior Report that involves immediate feedback for student infractions and cooperation from administrators, teachers, parents, and students. (MD)

Examination of time-out data cummulated 2 1/2 years in a program for severely disruptive students has shown positive effects coincidental with major changes in program development, pointed to the need for extra attention to staff training at particular times, and has been useful in providing staff feedback and evaluating program development.…

Craig Alternative Middle/High School in Milwaukee is an academic/therapeutic multicategorical program for 85 high risk students who, because of their atypical behaviors, have not been successful in a less restrictive educational environment. The staff, consisting of teachers, paraprofessionals, psychologists, social workers, probation officers and…