Paradoxical strategies appear to provide a change in the dynamics of the teacher-child relationship and are thus a more systemic way of viewing problem behavior than time-out procedures. Three case studies are presented in which the paradoxical strategies have varying degrees of success. (Author/ABB)

A total of 174 elementary school teachers completed a survey soliciting responses to 40 statements about possible interventions with fictitious immature, perceptually handicapped, or unmanageable students. Favored interventions were those requiring teacher actions; less favored were actions directed by someone else. (RH)

The evidence for the psychometric adequacy of behavioral interviews in terms of traditional psychometric theory and generalizability theory are reviewed. The review resulted in the conclusion that behavioral interviews have some evidence for interrater reliability, content validity, and criterion-related validity. Additional research in several…

Relations between the social judgments and social behavior of 40 junior high school students were examined. Twenty of the students had engaged in disruptive behaviors that involved violations of classroom regulations and defiance of authorities. One year later, 13 of the 20 originally disruptive students no longer displayed disruptive behavior.…

Investigated the problem behaviors of a group of abused children and examined parental reports of behavioral strengths and weaknesses. The results showed that abused children displayed more behavior problems and fewer social competencies than normals. Behavior patterns of abused children closely resembled those shown by children from distressed…

Based on analyses of schools as social systems, three school roles for children are formulated: pupil, receptive learner, and active learner. The research literature on teacher attitudes is analyzed in terms of their interactions with each of the three children's school roles and with children's sex roles. (Author/BW)

Examined components of teacher judgements of behavioral intervention. Preservice and student teachers (N=180) evaluated the acceptability of six different interventions. Factor analysis yielded one major dimension (general acceptability) and four secondary dimensions: risk to child, teacher time, effects on other children, and teacher skill. (JAC)

The effect of an intensive camp counseling experience with institutionalized, emotionally disturbed adolescents on the perceptions of the camp counselors regarding the disturbingness of certain child behaviors was investigated. (MM)

Schools can help to ease mental health problems through preventive education, early detection and referrals for treatment, and assisting with the management of students with chronic problems. (SK)

This article discusses general features of school phobia and specific clinical and familial traits and characteristics. Included are overviews of theoretical explanations, types of school phobia, suggested methods of treatment, and their efficacy. (Author)

The medical, psychological and educational models for assessment, intervention and evaluation strategies for learning disabled and behavior disordered children are discussed. (MS)

Presents the basic general component of the guided group interaction model as it applies to a group-home setting, elements that make this a workable approach, problems, and evaluative results. The group as the element of change, staff role, group composition, and the group meeting are discussed. (JH)

Described are group processes of goal setting and class meetings which may help emotionally disturbed and behavior disordered children to pinpoint and control their problem behaviors. (CL)

The school-phobic behavior of a seven-year-old male was modified through implementing a program characterized by maximum parental involvement, restructuring of natural consequences, and the use of a make-up period. Full-time school attendance was achieved on the 16th day of the program. (Author)

The effect of self-recording techniques on the frequency of disruptive classroom behavior was examined with 30 secondary school girls (13 and 14 years old). (IM)