A University of Louisville (Kentucky) graduate-level preservice program involving counselor-consultants and reading specialists is designed to integrate the skills of both groups into an interdisciplinary, team approach aiding children with academic and/or behavioral disorders. (MJB)

Attempts to give some idea of how reinforcement and other learning principles work in practice with students in ordinary schools by using as reference three workshops for teachers run by educational psychologists in Birmingham in 1975. (Author/RK)

Presented is the case study of a multiply handicapped institutionalized boy (3.8 years old) with presenting problems of self-injury, refusing food, and inability to walk. (IM)

The article describes and discusses commonly seen problem children, delineates information into the causes of the emotional and behavioral problems, explores strategies for teachers working with the child on a daily basis, and provides anecdotal data to help detect the emotionally disabled child and to illustrate the recommended interventions.…

Considered are issues in the preparation of teachers of children with learning and behavior disorders especially in relation to non-categorical competency based programs. (DB)

Investigated were the effects of a jogging program on talking out and out of seat behaviors exhibited by six elementary-aged behaviorally disordered students in a resource room setting. Results indicate a decrease in the occurrence of both behaviors following jogging for five of the six students. (Author/JDD)

Describes a set of computer simulations for teaching undergraduate educational psychology principles and reviews a study of teacher education students that used questionnaires to assess student attitudes toward simulations of classroom behavior problems. Attitude measures indicated high levels of acceptance of the simulations. (Author/LRW)

Means of fostering utilization of educational evaluations are reviewed. Four ongoing educational evaluation programs were examined: (1) Florida Summer Institute Program; (2) Chapter I Reading Microcomputer Component; (3) Elementary Academically Gifted Program; and (4) Laboratory for Individualized Foundation Teaching. The addition of one factor…

A 14-month-old was well-treated by his family until 6.5 months old, when his young mother was traumatized, and the child became neglected and physically abused. Explosive destructive behavior not seen in him before was then observed, supporting the hypothesis that the abused become abusers due to excessive unpleasure, which mobilizes their…

Maritally violent families are examined. Two types of violent families are described. Type I families use violence to establish a hierarchy and maintain control over members. In type II families, violence is used to express anger or to react to stress. Both types may cause behavioral problems in the children. (VM)

Interpersonal and work-related classroom behaviors of kindergarten children (as rated by teachers) were examined to identify behaviors critical for success in school. Results demonstrated a consistent and highly significant risk for maladjustment associated with subnormal ratings on work-related, as opposed to interpersonal, behaviors. (PCB)

School discipline need not entail corporal punishment. It is not necessary to subject school children to a role model of aggressive behavior by their teachers and principals. Instead, education in Canada should reflect the most advanced state of research, knowledge, and moral development by using alternative forms of discipline. (JHZ)

Social workers' direct work with students can help to reduce the disparity between educational ability and achievement. Interventions with low achievers must include fostering linkages between home and school. Consultation and followup are necessary components for reducing underachievement. The intervention must be done in conjunction with school…

Intermediate grade children (N=24) nominated by teachers for aggressive or hostile behavior were assigned to experimental or control groups, with experimental group receiving a group counseling intervention focusing on cognitive behavior techniques, modeling, role playing, and positive reinforcement. Results suggest that, compared to controls,…

A survey of 339 teachers (grades K-12) found lack of motivation and poor parental support to be the biggest discipline problems. Nearly 90 percent worked with a stated/written discipline policy. Approximately 75 percent believed that corporal punishment should continue. Verbal reprimands were the most common behavior change method used. (VW)