People (n=103) with mild intellectual disabilities responded to several scales of anger, hostility, aggression, and personality. Results were consistent with earlier studies of relationships among anger, hostility, and aggression conducted with the general population. Findings suggest that people with intellectual disabilities may benefit from…

Youth sports need to defocus competitiveness and aggression and encourage cooperative games that involve cooperative efforts toward a goal and emphasize the process, not the outcome. This paper examines the New Games Movement, describes the benefits of cooperative games, presents examples of cooperative games, and notes the place for cooperative…

Offers suggestions for parents in dealing with a young child's anger when it manifests itself as hitting. Suggestions focus on impulse control and include the following: (1) describe appropriate behavior; (2) show and teach self-control; (3) uncover reasons for anger; (4) prevent out-of-control behavior; (5) calming techniques; (6) and controls…

The performance of 25 children with Down syndrome (DS) on delay of gratification tasks was compared with that of mental age-matched typically developing children. DS children were significantly less able to delay gratification on two of the three tasks. Results raise questions about using mental age as the method for matching children with DS and…

Examined relations of children's regulation and emotionality to their social functioning. Found that resiliency mediated effects of individual differences in attentional regulation on social status and socially appropriate behavior, and that negative emotionality moderated the positive relation between attentional control and resiliency. Also…

Interview with H. Jerome Freiberg discusses the Consistency Management and Cooperative Discipline program, which encourages students to become "citizens" of their classroom and take responsibility for its academic and social environment. Recommends ways to improve the environment in urban schools and describes Freiberg's work with…

Outlines a curriculum designed to teach self-control skills to children. Presents ideas for impulse control, following school routines, managing group situations, managing stress, and solving social problems. Gives a detailed process for teaching a self-control skill and emphasizes the importance of practical experience. (RJM)

A mindfulness-based, self-control strategy was developed for an adult with mental retardation and mental illness whose aggression had precluded successful community placement. He was taught a simple meditation technique that required him to shift his attention and awareness from the anger-producing situation to the soles of his feet. (Contains…

The Dohsa method, a therapeutic method used for children with autism, was originally developed for children with cerebral palsy in Japan. This article introduces the theoretical background, therapeutic techniques, and effectiveness of this method. The necessity of combining this method with other therapeutic techniques is discussed. (Contains…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author suggests that model weaknesses include its emphasis on language and cognitive processes, the questionable validity of the effectiveness of self-instruction techniques with lower functioning persons, and the mixed evidence for training generalization…

In response to Whitman, "Self-Regulation and Mental Retardation" (EC 222 812), the author sees parallels between Whitman's model and ideas of L. Vygotsky but also such differences as Whitman's focus on linguistic systems contrasted with Vygotsky's focus on the practice or activity of using language. (DB)

A supplemental curriculum based on the philosophies of Karl Popper, John Eccles, and Jean Piaget in which the self is seen as actively constructing its own reality was developed. Examples of learning activities used with emotionally disturbed preadolescents and adolescents are offered as is information on goals/objectives, methodology, materials,…

Discussion of the functional relationship between self-injurious behavior (SIB) and self-restraint in people with severe disabilities considers SIB and self-restraint as members of the same functional response class, SIB and self-restraint as functionally independent responses, access to self-restraint as positive reinforcement of SIB, termination…

Skill-based social deficits exist in students with learning disabilities when a student has not learned a given skill; performance-based deficits exist when the student possesses a skill but doesn't perform in appropriate circumstances. Interventions for both types of deficit and a strategy to build self-control skills are offered. (DB)

An approach to college faculty development applies fundamental principles of writing to improvement of the writing of college faculty. A series of rules for writing are presented in six categories: motivation; imagination; fluency; control; audience; and resilience. The rules focus more on efficiencies and economies of writing than content or…