Provides parents, teachers, and counselors with innovative ways to deal with discipline problems and open up communication between child and adult. Innovations discussed include: (1) problem-ownership; (2) I-message; (3) active listening; and (4) brainstorming. Warns against placing labels on childrens' problems. Emphasizes use of positive…

Found that oppositional behaviors were universal among preschool subjects but the intensity of resistance varied significantly. Suggests negativism can be minimized by giving verbal warnings of impending requests, giving choices and allowing "time-out" during power struggles. Discusses oppositional behavior as a normal phase of child…

Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. (CT)

Compares the ways in which behavioral and family systems theories conceptualize family problems and explains maintenance and change processes within the family system. Systems and behavioral theories share functional views of problem behaviors and interactive sequences. Discusses areas of potential integration of the two perspectives. (Author)

The Hand Test was administered to 51 Black adolescent males who had been referred for chronic disruptiveness in the classroom. Interscorer reliability was .88. The Acting-out Ratio exceeded norms. The Interpersonal-Environmental Response Ratio was significantly imbalanced toward Interpersonal. This ratio may be a useful predictor of overt…

Presents a five-level taxonomy classifying counseling problems in hierarchical order. Each level is composed of inappropriate behaviors, cognitions, or expectations. Discusses interrelated characteristics which decrease from the highest to the lowest level. Gives an example of the use of the taxonomy. (Author/RC)

Examined the relationships among academic, sociometric, and personality variables of 242 children who were selected by their teachers as having behavior problems, learning problems, learning and behavior problems, or no problems. Results were generally supportive of teachers' ability to distinguish between children with problems and children…

Children (N=101) from fourth, fifth, and sixth grade were assigned to a social skills training program or control condition. Subpopulations of subjects were identified. Results indicated underachievers improved social relationships, disruptive children increased academic skills, and exceptional children increased significantly in both areas.…

Compared parents', teachers', and counselors' Behavior Problem Checklist ratings of 57 elementary and middle school children in counseling. Analysis of variance revealed school counselors perceived more personality problems in the children than the teachers did. Otherwise, parents, teachers, and counselors did not differ in their perceptions.…

Problems teachers encounter with students receiving medication for seizures and behavior disorders were determined from 1,110 teachers in two types of programs--early childhood special education and classes for the trainable mentally retarded. (Author)

Certain groupings of behaviors (factors) from a list of behaviors on the Referral Preference Rating Scale (RPRS) were identified as problem behaviors by high school teachers. Results show that the RPRS not only identified the teachers' main concerns but clustered them in terms of the most disruptive behaviors. (Author/GK)

Reviews the ANSER System, a set of questionnaires designed to collect background information from parents, teachers, and students that would be useful in conducting indepth evaluations of learning and behavioral problems. Concludes that because it relies on subjective interpretations, its use should be limited to specialists. (FL)

To examine patterns of maladjustment in preschool children, 173 children from a general kindergarten population were observed and rated by teachers using the Bristol Social Adjustment Guides. Principal-components factor analysis with varimax rotation extracted three dimensions of maladaptivity (i.e., general overreaction, socioemotional…

The Classroom Strategy Survey (CSS) is an investigation of teachers' thinking about strategies for coping with 12 types of problem students. Teachers were interviewed with a series of vignettes. This report deals with teachers' responses to the vignettes. (Author/GK)

The subscales of the Bristol Social Adjustment Guides are compared with those of the Behavior Problem Checklist so as to test the hypothesis of a two-factor structure in these rating scales. The specificity of each subtest was also investigated. (Author/GK)